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Ringkasan Tujuan dari penulisan artikel ini adalah untuk mendeskripsikan program pendidikan calon guru dan guru sains, serta penelitian pendidikan sains di Indonesia sebagai upaya untuk menginformasikan kepada komunitas pendidikan sains internasional mengenai sistem pendidikan yang dijalankan oleh pemerintah dan tantangan yang dihadapi. Kami mengaw...
Context in source publication
Context 1
... Although all three ministries regulate different educational institutions, they have each adopted a single educational-track structure consisting of 6 years of elementary school, 3 years of junior secondary school, 3 years of senior secondary school, followed by 4 years of tertiary education at the undergraduate university level (6-3-3-4). Recently, education has been extended to also include pre-school education for young learners (see Table 1). ...Similar publications
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Citations
... Data reveals that Indonesia's reading interest level is relatively low compared to other countries. UNESCO studies show that the literacy levels of Indonesian students fall below the international average, highlighting a widespread deficiency in essential reading and writing skills among the youth (Faisal & Martin, 2019;Herda, 2023). This issue is a serious concern because literacy serves as the foundation for mastering more complex subjects, particularly in science and technology (Tamam et al., 2023). ...
The school literacy movement program is defined as the ability to access, understand, and utilize something intelligently through various activities, such as writing, reading, and listening. The class reading corner also functions as a mini library to help students become more familiar with and familiar with reading books. Based on the results of observations on the implementation of PLP II, it was found that students were less interested in reading, the AKM results showed a literacy Pre-Test score of 42%. The use of class reading corners to increase students' interest in reading is the purpose of this study. This study uses descriptive qualitative research using test, observation, and interview methods. Data collection techniques through tests. The instruments are in the form of AKM Pre-Test and Post-Test sheets. The subjects of this research are 19 students consisting of 9 female students and 10 male students in class V SDK Majamere. The results of the AKM Post-Test activities increased by 47%, with the results of the Post Test literacy percentage of 89%, this is due to the creation of a class reading corner. Based on the researcher's findings, the positive impact of the literacy movement on the reading interest of fifth grade students increased after the creation of a class reading corner.
... The education of prospective biology teachers to preserve Indonesia's Indigenous know-ledge has a strategic role that is faster and broader as an impact of teaching duties in schools (Faisal, 2019;Aini et al., 2020;Aletheiani, 2021). The skill of integrating traditional knowledge into learning is given through teaching skills. ...
This study aims to find the relationship between prospective biology teachers' ethnicity and teaching skills to preserve indigenous knowledge in Indonesia. The research intervention integrates the Science Integrated Learning (SIL) model with NGSS dimensions in the teaching practices of prospective biology teachers. The method chosen was embedded experimental with a quasi-experimental design consisting of three stages: a qualitative stage before, a qualitative stage during, and a qualitative stage after the intervention. The research targets were 60 prospective science teachers in two different cluster universities, each with 30 prospective teachers. Interpretation of quantitative and qualitative data in the form of statistical test results. The analysis of the comparison test using the t-statistic model obtained a difference in the average score of microteaching practice of 0.3, with an average of the first practice of 2,613 with a standard deviation of 0.3024 and the second practice of 2,921 with a standard deviation of 0.3122. The second microteaching practice experienced an increase in scores from the first practice. The study concluded that prospective biology teachers' skills in preserving indigenous Indonesian traditional knowledge can be realized through the SIL Model integrated with NGSS. The research results allow prospective teachers to utilize students' experiences as learning sources and hopefully can contribute on the development of prospective teacher education policies oriented toward preserving Indigenous knowledge in Indonesia.
... According to the Programme for International Student Assessment (PISA) 2022, Indonesian students scored only 383 points in science, well below the Organisation for Economic Co-operation and Development (OECD) average of 485, with scores showing a slight decline from 2018, ranking Indonesia 69th out of 81 countries (OECD, 2023a(OECD, , 2023b(OECD, , 2023b. Similar trends are observed in the International Mathematics and Science Study (TIMSS) and the National Exam (Ujian Nasional, UN), with secondary school students achieving low average science scores of 36-51% out of 100% (Faisal & Martin, 2019). These persistent discrepancies underscore the need for a critical examination of current teacher training programs and the potential of the TPACK framework to enhance science education. ...
... In Indonesia, traditional science instruction often emphasizes content knowledge over pedagogical and technological approaches, fostering a passive learning environment through rote memorization and standardized testing. This approach undermines the development of the critical thinking and problem-solving skills necessary for scientific inquiry (Faisal & Martin, 2019;Ocak & Baran, 2019;Valtonen et al., 2023). Kusanagi (2022) further explained the gap between policy intentions and actual implementation in teacher development, noting that this gap resulted in insignificant improvements in teaching or student performance. ...
... Despite its advantages, the status conferred by completing the PPG does not guarantee a tenured position; graduates must still compete for jobs in both public and private schools against other candidates who may not hold teaching certificates . The effectiveness of the PPG program in equipping teachers to meet classroom challenges continues to be an area of assessment, especially concerning the role of the TPACK framework within this national context (e.g., Faisal and Martin, 2019;Ibrohim et al. 2022). Therefore, the PPG program plays a crucial role in shaping teacher professional education in Indonesia by integrating TPACK into its curriculum, thereby equipping future educators with essential skills to navigate contemporary educational landscapes while addressing historical challenges within Indonesian teacher education. ...
This study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers' technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program's curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a significant positive effect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confidence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These findings highlight the effectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.
... The teaching skills of prospective teacher students can be empowered through a microteaching course (El-Koumy, 2022;Faisal & Martin, 2019). Students in the microteaching course were taught basic teaching principles and provided opportunities to teach microsessions to their fellow students and/or lecturers (Arnaz & Adnan, 2021). ...
Higher education institutions play a crucial role in preparing biology teacher candidates to be proficient in technological advancements to meet the challenges of 21st-century learning. This study aimed to determine the differences in technology literacy and creative thinking skills among students before and after being taught using an interactive microteaching model that integrated technology and creativity. This quasi-experimental study used a one-group pretest-posttest design. The study population consisted of all the students enrolled in the microteaching course. Using the cluster random sampling technique, two classes (33 students) were selected as the research sample. The instruments used in this research were observation sheets that were used to measure students' technological literacy and creative thinking skills. Descriptive and inferential analyses were used for data analysis (paired t-test). The results showed that all observed indicators of technology literacy and creative thinking skills demonstrated significant improvements from pretest to post-test. Comparative test results using the paired t-test also confirmed that there were significant differences in the technology literacy variables and creative thinking skills among students before and after the implementation of the interactive microteaching model.
... Also related to its economic growth is the development of the educational system. Under Dutch rule, education for native Indonesians was mostly limited to people with higher social status, such as local nobility and wealthy merchants (Faisal & Martin, 2019). The lack of accessible education for Indonesians resulted in a low literacy rate, estimated at 6% in 1930 (Munandar, 1990). ...
Objective
This study examined regional differences between Indonesians on the Wechsler Adult Intelligence Scale-IV Indonesia (WAIS-IV ID) and, in comparison, to the US. Three hypotheses were examined: a) Java will demonstrate stronger WAIS-IV ID performances than non-Java (NJ) samples. b) WAIS-IV ID performances will be correlated with educational attainment. c) Indonesians with higher levels of education will perform comparably to US samples.
Method
The WAIS-IV was translated into Bahasa Indonesia and administered to a convenience sample representative of the Indonesian population breakdown by island. Comparisons between Java and NJ samples were analyzed by analyses of covariance controlling for education attainment. Comparisons between the Indonesian and US samples were analyzed by one sample t-tests.
Results
The Java sample performed significantly higher than the NJ sample. Performances for the Java but not the NJ sample significantly correlated with educational attainment. Indonesians performed significantly lower than the US on 19/20 WAIS-IV ID subtests measures. However, the Java sample demonstrated comparable performances with the US with both countries scoring significantly higher than the other on select subtests and indexes. The Java sample demonstrated lower performances for older age cohorts with increasingly stronger scores across younger age cohorts. This pattern was paralleled by increases in educational attainment.
Conclusions
All hypotheses were supported except for correlations between educational attainment and WAIS-IV ID performances which was significant for the Java sample but not the NJ sample. Findings were interpreted within the context of economics and educational attainment and quality.
... Such skills help learners to understand the scientific phenomenon under investigation, find information and increase their sense of responsibility for their own learning (Idris et al., 2022). Pupils with special needs are taught to solve problems, communicate effectively, work together in groups, and explore the world around them through lessons such as science (Sibic & Sesen, 2022;Faisal & Martin, 2019) (Faisal & Martin, 2019b) science products (Solé-Llussà et al., 2022). Science learning in inclusive primary and secondary schools needs to pay attention to the characteristics and readiness of learners. ...
Differentiated instruction (DI) is an approach to learning that allows teachers to meet the unique needs of pupils in the classroom. This study aimed to explore the extent to which DI is implemented in learning to improve the science process skills (SPS) of Intellectually Disabilities (ID) pupils in inclusive primary school education. This research was of the qualitative study type with case study design in 5 inclusive primary schools in Indonesia. The subjects of the study were five teachers who had experience teaching in inclusive primary schools. The sampling method used was purposive sampling, while the data collection the technique used is an in-depth interview. For data analysis techniques, content analysis and descriptive qualitative analysis were used. The results showed that teachers still face challenges in implementing DI for ID pupils in science subjects in inclusive primary schools, despite efforts to understand and implement DI, teacher readiness is still limited, especially in terms of: 1) planning the implementation of learning according to the needs of ID pupils; 2) plan teaching materials that are in accordance with the abilities of ID pupils; 3) lack of DI-related teacher training and coaching in inclusive primary schools. The implication of this study is the need to increase teacher readiness in implementing DI effectively for pupils with special needs, especially in science in inclusive primary schools.
... The PISA 2018 assessment revealed that Indonesia ranked 74th out of 79 countries in science proficiency (OECD, 2018). Factors contributing to this situation include frequent curriculum changes, challenging, classroom environments (Effendi-Hasibuan et al., 2019), low-quality science teachers (Rosser & Fahmi, 2018), and limited access to resources in rural schools (Martin, 2019). These factors have led to a decline in students' interest in science and a shortage of science professionals. ...
... Perangkat kekuasaan menjadi kerangka fiturfitur pendidikan di Indonesia dimulai pada masa Presiden Soekarno yang berupaya menjadikan sekolah sebagai alat pemersatu tanpa memandang identitas sosial. Soekarno mulai mendorong perluasan layanan pendidikan dan pelatihan guru dengan menekankan struktur pengetahuan yang menonjolkan kepentingan nasional di atas kepentingan individu dan golongan (Faisal & Martin, 2019). ...
... Tahun 1994, pemerintahan Soeharto mendorong wajib belajar 9 tahun bagi siswa. Di tahun yang sama, pemerintahan Soeharto berupaya mengambil langkah desentralisasi pendidikan seperti memberikan kursus sesuai dengan kebutuhan di tingkat lokal (Faisal & Martin, 2019). ...
... Pendidikan dasar diselenggarakan gratis, sedangkan untuk pendidikan tingkat menengah pengguna layanan diminta menanggung biaya minimum. Pemerintah juga mengembangkan Kurikulum 2013 untuk memperkuat penyiapan siswa dalam pasar tenaga kerja, memperkuat kesadaran, dan menghargai nilai sosial-budaya(Faisal & Martin, 2019). ...
Tulisan ini berupaya menggali pendidikan publik dan pengorganisasian siswa untuk terlibat dalam pengawalan kebijakan oleh salah satu serikat pelajar di provinsi Jawa Barat. Pengkajian atas pengorganisasian siswa menjadi penting untuk menunjukkan bahwa siswa sebagai subjek pendidikan pada dasarnya dapat terlibat dalam pengawalan kebijakan pendidikan yang terkait dengan kegiatan belajar dan mengajar. Hal tersebut membongkar sudut pandang yang melihat siswa semata-mata sebagai objek kebijakan pendidikan yang harus mengikuti kemauan otoritas sekolah. Penelitian secara partisipatif ini dilakukan untuk melihat siswa yang mampu membangun konsensus tanpa harus dibayangi oleh generasi yang lebih tua dan justru generasi di atasnya ikut belajar bersama dalam Serikat Pelajar Jonggol. Metode Participatory Action Research sengaja dipilih untuk memperlihatkan keterlibatan siswa dalam proses pembentukan pengetahuan yang digali dalam penelitian ini. Temuan penelitian ini mengungkapkan bahwa hegemoni pendidikan yang melihat siswa semata-mata sebagai objek kebijakan pendidikan menghalangi kemunginan munculnya partisipasi siswa dalam pengawalan kebijakan pendidikan yang melekat dengan siswa. Stagnansi ini berhasil diterabas oleh Serikat Pelajar Jonggol dengan membangun konsensus baru melalui pengorganisasian siswa dan secara reflektif memaknai kembali kebijakan melalui pendidikan publik.
... Teachers have a strategic role in making culture a science learning resource. Few science teachers in Indonesia still integrate indigenous culture as a learning resource due to limited information about culture with scientific value (Faisal and Martin 2019;Ikhlas and dela Rosa 2023). The challenge for the future is the need to prepare prospective science teachers with the will, awareness, knowledge, and skills to use culture as a learning resource. ...
Culturally literate science is taught through community culture as a learning resource. The culture in the community around the school or native Indonesian culture is expected to be learning resources. The research aims to reveal the ethnicity of prospective science teachers in microteaching courses concerning culture-based teaching skills. The research used a quantitative approach with a quasi-experimental method. The dependent variable research was the teaching skills of prospective science teachers of different ethnicities. A quasi-experimental method was chosen to investigate the relationship between ethnicities and the teaching skills of prospective science teachers. This research finds that Papuan and Minang prospective science teachers have better abilities to integrate culture in implementing teaching practices through microteaching. Papuan prospective science teachers live in the interior, far from urban areas, and are still accustomed to using local culture in their daily activities. These factors make it easier for them to provide examples of culturally literate science. There is a linear relationship between ethnicity and culturally literate teaching skills from the test results, with a significant value of 0.710 > α (0.05).
... Science and technology have a reciprocal relationship with education and the curriculum (Faisal & Martin, 2019). Industries with advanced technology produce various kinds of tools and materials which are directly or indirectly needed in education and at the same time require reliable human resources to apply them. ...
... Science and technology are developing very rapidly along with the pace of development of society. Education has had quite a big influence from science and technology (Faisal & Martin, 2019;Malik, 2018). ...
Education is a conscious effort to prepare students through guidance, teaching and/or training activities, as well as equipping students with knowledge for their future roles. Meanwhile, technology is the application of scientific knowledge and other sciences to solve practical problems. Thus science and technology cannot be separated. Science and technology are developing very rapidly along with the pace of development of society. Science and technology have a reciprocal relationship with education and the curriculum. Education and curriculum must be able to respond to the rapid development of science and technology, because education is an effort to prepare students to face a better future. Curriculum development for all subjects including Fiqh must be based on developments in science and technology. The development of science and technology directly has implications for curriculum development which includes objectives, materials, methods and evaluation. Technology has an important role in developing the Fiqh curriculum because Fiqh material must always be up to date with the conditions and needs of students. Fiqh learning must always be contextual to students' real lives so that its existence is always present and becomes a student's need.
