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Science Teachers’ Understanding on Science Literacy and Integrated Science Learning: Lesson from Teachers Training

Jurnal Pendidikan IPA Indonesia · Vol. 7 No. 3 (2018) · pp. 259–265

DOI
10.15294/jpii.v7i3.11443
ISSN
2089-4392, 2339-1286
Published
2018-09-21
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. Descriptive study, followed by developmental research has been done to determine the factors that caused the weakness, to find the right solution. In addition, the research that involving 25 teachers as subject, has also examined how far the treatment can be able to overcome the problems. The descriptive research shows that almost all of teachers did not have skillful on how to teach science in integrated way. This is because all of teacher's background is not from fully integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by government) on integrated science teaching, but it apparently have not succeeded. The eight steps of learning approach has been developed and implemented along the training: (1) Building common perception on science literacy, (2) integrated science analysis based on current curriculum and lesson analysis, (3) presentation, (4) designing lesson plan in groups, (5) simulation, (6) designing lesson plan individually, (7) evaluation-reflection, and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans eventually improves much better as well as the understanding on integrated science concepts. Only three teachers have to follow remediation in making lesson plan because they still not fulfill requirement of graduation (minimum 80% achievement of conceptual understand, performance, and lesson plan product).

Keywords

Collaboration network of the authors

20 authors · 59 co-authorship links · 37 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Pakuan University
  • Indonesia University of Education
  • The University of Kitakyushu
  • Hiroshima University
  • The University of Queensland
  • National Research and Innovation Agency
  • Shizuoka University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Annisa NurramadhaniPakuan University3
Anna PermanasariIndonesia University of Education3
Irma Rahma SuwarmaIndonesia University of Education3
Irvan PermanaPakuan University3
Deni HadianaNational Research and Innovation Agency2
Yoshisuke KumanoShizuoka University2
Sitti Rahma YunusThe University of Queensland1
Tustiyana WindiyaniPakuan University1
Anisa PuteriAffiliation unknown1
Helmi AzizPakuan University1
Anna PermanasariPakuan University1
Toru MatsumotoThe University of Kitakyushu1
Ida HamidahIndonesia University of Education1
Eka SuhardiPakuan University1
Aji Permana PutraPakuan University1
Indriyani RachmanThe University of Kitakyushu1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Science Teachers’ Understanding on Science Literacy and Integrated Science Learning: Lesson from Teachers Training</dc:title>
	<dc:creator>Rubini, B.</dc:creator>
	<dc:creator>Ardianto, D.</dc:creator>
	<dc:creator>Pursitasari, I. D.</dc:creator>
	<dc:creator>Hidayat, A.</dc:creator>
	<dc:subject xml:lang="en-US">teachers’ skills, integrated science, science literacy</dc:subject>
	<dc:description xml:lang="en-US">One of the weaknesses of secondary science teachers today is the lack of ability to develop integrated science learning. Descriptive study, followed by developmental research has been done to determine the factors that caused the weakness, to find the right solution. In addition, the research that involving 25 teachers as subject, has also examined how far the treatment can be able to overcome the problems. The descriptive research shows that almost all of teachers did not have skillful on how to teach science in integrated way. This is because all of teacher's background is not from fully integrated science education. Most of them came from biology, physics and chemistry education. They have actually attended the training (arranged by government) on integrated science teaching, but it apparently have not succeeded. The eight steps of learning approach has been developed and implemented along the training: (1) Building common perception on science literacy, (2) integrated science analysis based on current curriculum and lesson analysis, (3) presentation, (4) designing lesson plan in groups, (5) simulation, (6) designing lesson plan individually, (7) evaluation-reflection, and (8) rewards. After the treatment, the teacher's ability to develop the lesson plans eventually improves much better as well as the understanding on integrated science concepts. Only three teachers have to follow remediation in making lesson plan because they still not fulfill requirement of graduation (minimum 80% achievement of conceptual understand, performance, and lesson plan product).</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2018-09-21</dc:date>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/11443</dc:identifier>
	<dc:identifier>10.15294/jpii.v7i3.11443</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 3 (2018): September 2018; 259-265</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/11443/8247</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/11443/2818</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
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