Science Laboratory Activities: A Profile of the Implementation and Constraints of Junior High School Natural Science Teachers

Adam Malik; Hasniah Aliah; Seni Susanti; Mujib Ubaidillah; Ramdani Wahyu Sururie

doi:10.24235/sc.educatia.v9i1.6517

Science Laboratory Activities: A Profile of the Implementation and Constraints of Junior High School Natural Science Teachers

Adam Malik^(1*), Hasniah Aliah⁽²⁾, Seni Susanti⁽³⁾, Mujib Ubaidillah⁽⁴⁾, Ramdani Wahyu Sururie⁽⁵⁾,

(1) Department of Physics Education, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati Bandung
(2) Department of Physics, Faculty of Science and Technology, UIN Sunan Gunung Djati Bandung
(3) Department of Physics Education, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati Bandung
(4) Department of Biology Education, Faculty of Education and Teacher Training, IAIN Syekh Nurjati Cirebon
(5) Community Service Center, UIN Sunan Gunung Djati Bandung
(*) Corresponding Author

Abstract

This study aims to describe the implementation and various obstacles of laboratory activities in junior high schools. The study employed the descriptive quantitative method. The subjects of the study were science teachers in 41 junior high schools representing 4 areas of the Natural Sciences Teachers' Consultative Assembly (MGMP IPA) in Jawa Barat Province. The instrument employed was a questionnaire. The technical analysis of the data was conducted by calculating the average percentage of each answer choice of each statement. This research reveals that 1) the studentsâ€™ motivation for conducting laboratory activities is high; 2) the implementation of laboratory activities is conducted separately by employing theoretical classroom learning; 3) the source of guidance for laboratory activities is a model of cookbook laboratory; and 4) some obstacles in laboratory activities include insufficient laboratory spaces, less standardized and insufficient number of most equipment, the availability of manuals for laboratory activities, insufficient instructions to use laboratory equipment, and teachersâ€™ difficulties in designing, implementing, and evaluating laboratory activities. It is concluded that in general teachers and students are very enthusiastic about conducting laboratory activities in science learning, but they still have several constraints, especially in the available infrastructures.

Keywords

Cookbook laboratory, Laboratory activities, Natural science teachers, Science learning

Full Text:

PDF

References

Ariaji, R., & Abubakar. (2017). Pengembangan lembar kerja siswa (LKS) kimia di SMA/MA kelas X terinternalisasi nilai-nilai karakter siswa. Eksakta: Jurnal Penelitian Dan Pembelajaran MIPA, 2(2), 101-108.

Asih, D. A. S. (2017). Pengaruh penggunaan fasilitas belajar di lingkungan alam sekitar terhadap keterampilan proses sains. Formatif: Jurnal Ilmiah Pendidikan MIPA, 7(1), 13-21.

Dharmayanti, W., Nurcahyono, R. W., & Lestari, I. (2017). Pengaruh kondisi kelas, fasilitas laboratorium, dan fasilitas pendukung pembelajaran terhadap kenyamanan belajar mahasiswa. Jurnal Pendidikan Informatika Dan Sains, 6(2), 230â€“242.

Gatua, J. W. (2015). Assessment of safety status of physical infrastructure (classrooms, dormitories, sanitation facilities, laboratories and kitchen) in public secondary schools in Nairobi West Region, Kenya. Assessment, 5(3), 1-9.

Junaidi, E., Hadisaputra, S., & Al-Idrus, S. W. (2017). Kajian pelaksanaan praktikum kimia di sekolah menengah atas negeri se Kabupaten Lombok Tengah. Jurnal Ilmiah Profesi Pendidikan, 2(1), 24-31.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2016). Peratutan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 25 Tahun 2016.

Lestari, L., Yolida, B., & Achmad, A. (2017). Analisis pelaksanaan dan permasalahan praktikum materi organisasi kehidupan di SMP se-Kecamatan Enggal. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah2, 5(4).

McKinley, D. C., Miller-Rushing, A. J., Ballard, H. L., Bonney, R., Brown, H., Cook-Patton, S. C., & Ryan, S. F. (2017). Citizen science can improve conservation science, natural resource management, and environmental protection. Biological Conservation, 208, 15â€“28.

Makiyah, Y. S., Malik, A., Susanti, E., & Mahmudah, I. R. (2019). Higher order thinking real and virtual laboratory (HOTRVL) untuk meningkatkan keterampilan abad ke-21 mahasiswa pendidikan fisika. Diffraction, 1(1), 34-38.

Malik, A. (2010). Model pembelajaran inkuiri dengan menggunakan virtual laboratory dan real laboratory untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa SMA pada topik listrik dinamis (Doctoral dissertation, Universitas Pendidikan Indonesia).

Mulhayatiah, D., Suhendi, H. Y., Zakwandi, R., Dirgantara, Y., & Ramdani, M. A. (2018). Moment of inertia: development of rotational dynamics KIT for physics students. IOP Conference Series: Materials Science and Engineering, 434, 012014. https://doi.org/10.1088/1757-899X/434/1/012014

Obe, W. H. (2018). The teaching of science in primary schools. David Fulton Publishers.

Octaviani, R. N., Subekti, E. W., & Putri, N. S. (2018). The effect of using childrenâ€™s literature supplement book oriented in caracter education to poem writhing skills for 6th grade of elementary school. International Conference on Education. Vol 1, pp. 116-123.

Othman, A., & Masum, A. (2017). Professional development and teacher self-efficacy: learning from Indonesian modern islamic boarding schools. Educational Process: International Journal, 6(2), 7-19.

Paramita, A. (2016). Profil Laboratorium dan Pelaksanaan Praktikum Biologi di SMA Negeri 1 Kartasura Tahun Ajaran 2015/2016. Universitas Muhammadiyah Yogyakarta.

Putri, D. H., & Risdianto, E. (2014). Fisika SMA di wilayah miskin Propinsi Bengkulu. Jurnal Exacta, 12(1), 1â€“6.

Rizal, R. (2019). Implementasi Discovery Learning untuk Meningkatkan Keterampilan Dasar Proses Sains Siswa SMA. Journal of Teaching and Learning Physics, 4(1), 1-10.

Salmawati, Rahayu, T., & Lestari, W. (2017). Kontribusi kompetensi pedagogik, kompetensi profesional dan motivasi kerja terhadap kinerja guru penjasorkes SMP di Kabupaten Pati. Journal of Physics Educational and Sports, 6(2), 198-204.

Sapriadil, S., Setiawan, A., Suhandi, A., Malik, A., Safitri, D., Lisdiani, S. A. S., & Hermita, N. (2018). Optimizing studentsâ€™ scientific communication skills through higher order thinking virtual laboratory (HOTVL). JPhCS, 1013(1), 012050.

Simamra, S. S. (2018). Analisis pelaksanaan praktikum biologi kelas VII di SMP Negeri Se-Kecamatan Medan Kota. Jurnal Eduscience, 5(1), 37â€“46.

Tahira, M., & Ameen, K. (2016). Information needs and seeking behavior of science & technology teachers of the university of the Punjab, Lahore. Pakistan Journal of Information Management & Libraries, 10.

Teacher Advisory Council, & National Academies of Sciences. (2016). Science teachersâ€™ learning: Enhancing opportunities, creating supportive contexts. Washinton DC: National Academies Press.

Yerizon, Y., Putra, A. A., & Subhan, M. (2018). Student responses toward student worksheets based on discovery learning for students with intrapersonal and interpersonal intelligence. IOP Conference Series: Materials Science and Engineering, 012113.

Zeidan, A. H., & Jayosi, M. R. (2015). Science Process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1), 13â€“24.

DOI: 10.24235/sc.educatia.v9i1.6517