Open AccessTeacher’s Perception of Science Practices Learning (SPL)
Author(s) -
Winarto Winarto,
Diane Noviandini,
Putut Marwoto,
Wiyanto,
S. Rido,
Retno Sri Iswari,
Pipiet Priyambodo
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1567/2/022056
Subject(s) - perception , mathematics education , school teachers , science learning , psychology , science education , exploratory factor analysis , dimension (graph theory) , descriptive statistics , exploratory research , pedagogy , mathematics , sociology , psychometrics , statistics , developmental psychology , social science , neuroscience , pure mathematics
The purpose of this study was to determine (a) developing survey instruments for Teacher’s Perception of Science Practices Learning (SPL) and (b) describing the perception of science learning practices. This research uses descriptive survey method. Respondents in this study were elementary school, junior high school and high school science teachers in the Central Java region, totals 74 teachers. The research instrument used was a science learning practice perception questionnaire. The instrument has gone through the stages of expert validation and empirical testing. The instrument validity uses exploratory factor analysis. Data analysed by descriptive. The research results that the perception of science teachers on SPL is not different. Elementary, middle and high school science teachers have enough categories. El dimension, EE, SDC elementary, middle and high school science teachers have enough categories. The dimensions of the EPK for elementary science teachers have enough categories, middle and high school science teachers are in good category. The dimensions of IT in elementary, middle and high school science teachers are good. Science teachers’ perceptions of SPL are in the enough category.