Analysis of Pedagogical Integration in natural Science Distance Learning System
Article Sidebar
Main Article Content
Abstract
This research aims to analyze the implementation of integrating content, media, and teaching methods as learning outcomes in natural science learning. The context of carrying out this research is a distance learning system. This descriptive research focuses on pedagogical competence, graduate opinion, supporting factors, and obstacles faced in integrating content, media, and teaching methods. The research participants were 94 teachers from various islands who taught in grades 4, 5, and 6. The stages for obtaining data began with distributing responses, teaching observations, natural science content tests, and interviews with several teachers as representatives. This research shows that teachers have achieved high success in several aspects of natural science learning based on data analysis, including initial motivation, the relationship of material to daily life, and material explanations, reaching more than 85%. The results of the interviews show that variations in approaches and obstacles related to the completeness of natural science technology instrument facilities need more attention to improving facilities and teacher understanding. Data analysis shows good achievement with potential for improvement, particularly in demonstrations, teaching methods, and integration of natural science content. Observations of teacher activities provide positive picture, while teachers' opinions regarding the student-centered approach show creativity in overcoming facility constraints. Thus, increasing accessibility to technology and digital learning resources can help overcome obstacles in integrating content, media, and teaching methods in natural science learning. The results of this research provide important insights for developing strategies and policies to increase the effectiveness of natural science learning in distance learning systems.
Article Details
References
Abu Talib, M., Bettayeb, A. M., & Omer, R. I. (2021). Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review. Education and Information Technologies, 26(6), 6719–6746. https://doi.org/10.1007/s10639-021-10507-1
Ali, N., Ullah, S., & Khan, D. (2022). Interactive Laboratories for Science Education: A Subjective Study and Systematic Literature Review. Multimodal Technologies and Interaction, 6(10), 85. https://doi.org/10.3390/mti6100085
Al-Rahmi, W. M., Alzahrani, A. I., Yahaya, N., Alalwan, N., & Kamin, Y. Bin. (2020). Digital Communication: Information and Communication Technology (ICT) Usage for Education Sustainability. Sustainability, 12(12), 5052. https://doi.org/10.3390/su12125052
Antara, I. G. W. S., & Dewantara, K. A. K. (2022). E-Scrapbook: The Needs of HOTS Oriented Digital Learning Media in Elementary Schools. Journal for Lesson and Learning Studies, 5(1), 71–76. https://doi.org/10.23887/jlls.v5i1.48533
Baghoussi, M. (2021). Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District. SSRN Electronic Journal, 12(2), 268–278. https://doi.org/10.2139/ssrn.3892955
Baptista, G. C. S., & Molina-Andrade, A. (2023). Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities. Human Arenas, 6(4), 704–731. https://doi.org/10.1007/s42087-021-00257-4
Budiastra, A. A. K. (2007). Learning model to improve the ability of teachers of natural science in elementary schools through distance education [Doctoral Dissertation]. Universitas Pendidikan Indonesia.
Budiastra, A. A. K., Erlina, N., & Wicaksono, I. (2019). Video-Based Interaction through Teacher Working Group Forum to Increase Elementary School Teachers’ Professionalism. The New Educational Review, 57(3), 187–199. https://doi.org/10.15804/tner.19.57.3.15
Budiastra, A. A. K., Wicaksono, I., & Erlina, N. (2020). The Effectiveness of Video-Based Interaction on Professional Science Teachers to Improve Elementary School Students Achievements. Journal for the Education of Gifted Young Scientists, 8(3), 1291–1304. https://doi.org/10.17478/jegys.715139
Budiastra, A. A. K., Wicaksono, I., & Erlina, N. (2022). The Effect of Science Kit and Supervision Models on The Implementation and Implications on The Evaluation of Science Practicum Distance Learning. Jurnal Penelitian Pendidikan IPA, 8(5), 2443–2450. https://doi.org/10.29303/jppipa.v8i5.1610
Budiastra, A. A. K., Wicaksono, I., & Erlina, N. (2023). Interactive Video of Science Practicum: The Urgency and Development of Science Practicum in Elementary Schools in Distance Learning. In Progress in Language, Literature and Education Research Vol. 2 (pp. 63–75). B P International. https://doi.org/10.9734/bpi/pller/v2/6937E
Cao, Y., Postareff, L., Lindblom-Ylänne, S., & Toom, A. (2023). A Survey Research on Finnish Teacher Educators’ Research-Teaching Integration and its Relationship with Their Approaches to Teaching. European Journal of Teacher Education, 46(1), 171–198. https://doi.org/10.1080/02619768.2021.1900111
Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia Education Readiness Conducting Distance Learning in Covid-19 Pandemic Situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491. https://doi.org/10.18415/ijmmu.v7i6.1833
Clark, J. T. (2020). Distance education. In Clinical Engineering Handbook (pp. 410–415). Elsevier. https://doi.org/10.1016/B978-0-12-813467-2.00063-8
Conradty, C., & Bogner, F. X. (2020). STEAM teaching professional development works: effects on students’ creativity and motivation. Smart Learning Environments, 7(1), 26. https://doi.org/10.1186/s40561-020-00132-9
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education. Education Sciences, 11(11), 737. https://doi.org/10.3390/educsci11110737
Eliezanatalie, S., & Deta, U. A. (2023). Needs Analysis of Physics Learning Media Integrated Local Wisdom. International Journal of Research and Community Empowerment, 1(2), 39–45. https://doi.org/10.58706/ijorce.v1n2.p39-45
Erlina, N., Prayekti, P., & Wicaksono, I. (2022). Atomic Physics Teaching Materials in Blended Learning to Improve Self-Directed Learning Skills in Distance Education. Turkish Online Journal of Distance Education, 23(4), 20–38. https://doi.org/10.17718/tojde.1182747
Fahma, D. I., Krisdiana, I., & Trianawati, E. (2023). Implementation of Project Based Learning with Practicum Methods to Improve Critical Thinking Skills of Students. Science Education and Application Journal, 5(2), 69. https://doi.org/10.30736/seaj.v5i2.814
Forbes, D., Gedera, D., Brown, C., Hartnett, M., & Datt, A. (2023). Practical learning in hybrid environments: Can remote learning be active, authentic, and real? Distance Education, 44(2), 362–379. https://doi.org/10.1080/01587919.2023.2198487
Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2), 156–165. https://doi.org/10.1080/15313220.2020.1740636
Hinduan, A. A., Liliasari, Rustaman, N., Hidayat, E. M., Setia Adi, D., & Rasyidin, W. (2001). The development of teaching and learning science at primary school and primary school teacher education.
Hubbard, L., Jackman-Ryan, S., & Thomson, M. (2022). Immersive Research Experiences: Influences on Science Teaching Motivation and Practices. IAFOR Journal of Psychology & the Behavioral Sciences, 8(1), 69–86. https://doi.org/10.22492/ijpbs.8.1.05
Imaduddin, M., Shofa, M. M., Riza, M. F., & Fikri, A. A. (2023). Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test. International Journal of Evaluation and Research in Education (IJERE), 12(3), 1626. https://doi.org/10.11591/ijere.v12i3.24603
Ioannidou, O., Finch, K., & Erduran, S. (2022). Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science. Journal of Education for Teaching, 48(5), 592–608. https://doi.org/10.1080/02607476.2021.2006572
Johnson, C. C., Mohr-Schroeder, M. J., Moore, T. J., & English, L. D. (2020). Handbook of Research on STEM Education (C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & L. D. English, Eds.). Routledge. https://doi.org/10.4324/9780429021381
Kazula, S., Eichler, G., Lenk, L., Sauereisen, J., & Enghardt, L. (2022). An Experiment- and Project-based Learning Approach to Increase Interest of High School Students for STEM and Enhance Soft Skills of STEM Students. 2022 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE56618.2022.9962704
Khasanov, A. R. (2022). Development of information competence of future informatics teachers as a pedagogical problem. Open Access Repository, 9(12), 73–79.
Kukulska-Hulme, A., Carina Bossu, Koula Charitonos, Tim Coughlan, Rebecca Ferguson, Elizabeth FitzGerald, Mark Gaved, Montse Guitert, Christothea Herodotou, Marcelo Maina, Josep Prieto-Blázquez, Bart Rienties, Albert Sangrà, Julia Sargent, Eileen Scanlon, & Denise Whitelock. (2022). Innovating Pedagogy 2022: Open University Innovation Report 10.
Laksmi, N. K. P., Yasa, I. K. A., & Mirayani, K. A. M. (2021). The Use of Animation Video as Learning Media for Young Learners to Improve EFL Students’ Motivation in Learning English. Lingua, 17(1), 42–52. https://doi.org/10.34005/lingua.v17i1.1378
Mahalakshmi, K., & R. Radha. (2020). COVID 19: A Massive Exposure Towards Web Based Learning. Journal of Xidian University, 14(4). https://doi.org/10.37896/jxu14.4/266
Maliki, B. I., Kusuma, J. W., Mulyadi, M., Meilisa, R., & Hamidah, H. (2021). Distance Learning in An Educational Perspective In Indonesia During The Covid-19 Pandemic. Jurnal Educatio FKIP UNMA, 7(3), 606–614. https://doi.org/10.31949/educatio.v7i3.1142
Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic. International Journal of Distance Education Technologies, 19(1), 89–109. https://doi.org/10.4018/IJDET.20210101.oa3
Nadrah, N. (2023). The Influence of the Jigsaw Cooperative Learning Model and Learning Motivation on Student Science Learning Outcomes. International Journal of Humanities Education and Social Sciences (IJHESS), 3(2). https://doi.org/10.55227/ijhess.v3i2.622
Nantsou, T. P., & Tombras, G. S. (2022). Hands-on Physics Experiments for K-6 Teachers at CERN. 2022 IEEE Global Engineering Education Conference (EDUCON), 180–188. https://doi.org/10.1109/EDUCON52537.2022.9766515
Nartiningrum, N., & Nugroho, A. (2020). Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials. ENGLISH FRANCA: Academic Journal of English Language and Education, 4(2), 115. https://doi.org/10.29240/ef.v4i2.1494
Ng, Y. F., Chan, K. K., Lei, H., Mok, P., & Leung, S. Y. (2019). Pedagogy and Innovation in Science Education: A Case Study of an Experiential Learning Science Undergraduate Course. The European Journal of Social & Behavioural Sciences, 25(2), 156–173. https://doi.org/10.15405/ejsbs.254
Nugroho, S. E., & Waslam. (2020). Physics experiment activities to stimulate interest in learning physics and reasoning in high school students. Journal of Physics: Conference Series, 1567(2), 022069. https://doi.org/10.1088/1742-6596/1567/2/022069
Nurhasnah, N., Kasmita, W., Aswirna, P., & Abshary, F. I. (2020). Developing Physics E-Module Using “Construct 2” to Support Students’ Independent Learning Skills. THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING, 3(2), 79. https://doi.org/10.21043/thabiea.v3i2.8048
Padmo, D., Sri Ardiasih, L., & Idrus, O. (2020). Online Learning During the Covid-19 Pandemic and Its Effect on Future Education in Indonesia. In The Impact Of COVID19 On The International Education System (pp. 71–86). Proud Pen. https://doi.org/10.51432/978-1-8381524-0-6_5
Pramana, C., Susanti, R., Violinda, Q., Yoteni, F., Rusdiana, E., Prihanto, Y. J. N., Purwoko, R. Y., Rahmah, N., Yendri, O., Arkiang, F., & Purwahida, R. (2021). Virtual Learning During The COVID-19 Pandemic, A Disruptive Technology in Higher Education in Indonesia. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3777691
Regmi, K., & Jones, L. (2020). A Systematic Review of the Factors – Enablers and Barriers – Affecting E-Learning in Health Sciences Education. BMC Medical Education, 20(1), 91. https://doi.org/10.1186/s12909-020-02007-6
Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019). https://doi.org/10.2991/assehr.k.200225.095
Sæleset, J., & Friedrichsen, P. (2021). Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1965. https://doi.org/10.29333/ejmste/10859
Saikat, S., Dhillon, J. S., Wan Ahmad, W. F., & Jamaluddin, R. A. (2021). A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic. Education Sciences, 11(9), 459. https://doi.org/10.3390/educsci11090459
Sima, V., Gheorghe, I. G., Subić, J., & Nancu, D. (2020). Influences of the Industry 4.0 Revolution on the Human Capital Development and Consumer Behavior: A Systematic Review. Sustainability, 12(10), 4035. https://doi.org/10.3390/su12104035
Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity. International Journal of STEM Education, 7(1), 25. https://doi.org/10.1186/s40594-020-00223-6
Suryani, I., & Maksum, H. (2020). Positive Contribution of Creativity and Independence to Student Learning Outcomes in Digital Communication Simulation. Journal of Education Research and Evaluation, 4(4), 414. https://doi.org/10.23887/jere.v4i4.29932
Taylor, D., Grant, J., Hamdy, H., Grant, L., Marei, H., & Venkatramana, M. (2020). Transformation to learning from a distance. MedEdPublish, 9, 76. https://doi.org/10.15694/mep.2020.000076.1
Townley, A. (2020). Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education. Education Sciences, 10(8), 190. https://doi.org/10.3390/educsci10080190
Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge? Education and Information Technologies, 26(5), 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
Usak, M., Uygun, H., & Duran, M. (2022). The Effects of Science Teachers’ Pedagogical Content Knowledge on Students’ Attitudes Toward Science and Their Achievement. Journal of Baltic Science Education, 21(4), 694–705. https://doi.org/10.33225/jbse/22.21.694
Ustilaitė, S., Poteliūnienė, S., Juškevičienė, A., & Sabaliauskas, S. (2023). How do Primary School Teachers Create Meaningful Learning Environment to Motivate Students? Pedagogika, 149(1), 53–81. https://doi.org/10.15823/p.2023.149.3