Enhancing elementary teachers' science process skills through participatory scientific approach training

• Published in: Journal of physics. Conference series Vol. 1511; no. 1; pp. 12109 - 12113
• Main Authors: Rintayati, Peduk, Syawaludin, Ahmad, Kamsiyati, Siti
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.04.2020
• Subjects: Content analysis; Data collection; Design; Learning; Performance tests; Physics; Science; Skills; Students; Teachers; Training
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1511/1/012109

Science learning emphasizes providing direct experience to students through the process of experimental discovery. For this reason, teachers must have scientific process skills in order to design 21st Century science learning that is able to foster scientific attitudes and scientific products in elementary students. This study aims to improve the science process skills of elementary school teachers through Participatory Scientific Approach Training. This study involved 35 teachers who are actively teaching in Surakarta. The study was conducted in two cycles with each cycle consisting of plan, observe, and reflect stages. Data collection techniques are done using observation and performance tests on integrated science process skills. Performance test indicators include variable control skills, data interpretation, hypothesis formulation, operationally defining variables, designing experiments. Data analyzed descriptively and content analysis. The results showed that the application of Participatory Scientific Approach Training had a positive impact on improving the quality of processes and results. The improvement in the process is shown in the increase in the activities of the teachers in the experimental activities. As for the increase in results shown in the increase in scores of all aspects of the science process skills of teachers in the first cycle by 13.04%, and in the second cycle again increased by 12.23%. The smallest improvement was in the aspects of designing experiments, where the teacher had not been able to make experimental designs that were procedural and had parameters.