Teacher's Perception of Science Practices Learning (SPL)
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 scho...
Gespeichert in:
| Veröffentlicht in: | Journal of physics. Conference series 2020-06, Vol.1567 (2), p.22056 |
|---|---|
| Hauptverfasser: | , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 2 |
| container_start_page | 22056 |
| container_title | Journal of physics. Conference series |
| container_volume | 1567 |
| creator | Winarto Noviandini, D Marwoto, P Wiyanto Rido, S Iswari, R S Priyambodo, P |
| description | 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. |
| doi_str_mv | 10.1088/1742-6596/1567/2/022056 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_iop_j</sourceid><recordid>TN_cdi_proquest_journals_2570350839</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2570350839</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3226-8fc78f07f743dcb238db62ee7eb431182e11aed2360d29d4b985c18dc3b3371c3</originalsourceid><addsrcrecordid>eNqFkFtLxDAQhYMouK7-Bgs-eIHaXNokfZTFKwULuz6HdjLRLtrWZPfBf29LRREE52UG5pwzw0fIMaOXjGqdMJXyWGa5TFgmVcITyjnN5A6ZfW92v2et98lBCGtKxVBqRvQKK3hBfxqiEj1gv2m6NupctIQGW8Co9BVsGsAQFVj5tmmfo7NlWZwfkj1XvQY8-upz8nRzvVrcxcXj7f3iqohBcC5j7UBpR5VTqbBQc6FtLTmiwjoVjGmOjFVouZDU8tymda4zYNqCqIf_GIg5OZlye9-9bzFszLrb-nY4aXimqMioFvmgUpMKfBeCR2d637xV_sMwakZMZgRgRhhmxGS4mTANTjE5m67_if7fdfGH66FcLH8LTW-d-ATtDnT1</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2570350839</pqid></control><display><type>article</type><title>Teacher's Perception of Science Practices Learning (SPL)</title><source>IOP Publishing Free Content</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><source>IOPscience extra</source><source>Alma/SFX Local Collection</source><source>Free Full-Text Journals in Chemistry</source><creator>Winarto ; Noviandini, D ; Marwoto, P ; Wiyanto ; Rido, S ; Iswari, R S ; Priyambodo, P</creator><creatorcontrib>Winarto ; Noviandini, D ; Marwoto, P ; Wiyanto ; Rido, S ; Iswari, R S ; Priyambodo, P</creatorcontrib><description>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.</description><identifier>ISSN: 1742-6588</identifier><identifier>EISSN: 1742-6596</identifier><identifier>DOI: 10.1088/1742-6596/1567/2/022056</identifier><language>eng</language><publisher>Bristol: IOP Publishing</publisher><subject>Categories ; Empirical analysis ; Factor analysis ; Learning ; Perception ; Physics ; Science teachers ; Secondary schools ; Teachers</subject><ispartof>Journal of physics. Conference series, 2020-06, Vol.1567 (2), p.22056</ispartof><rights>Published under licence by IOP Publishing Ltd</rights><rights>2020. This work is published under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c3226-8fc78f07f743dcb238db62ee7eb431182e11aed2360d29d4b985c18dc3b3371c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://iopscience.iop.org/article/10.1088/1742-6596/1567/2/022056/pdf$$EPDF$$P50$$Giop$$Hfree_for_read</linktopdf><link.rule.ids>314,776,780,27901,27902,38845,38867,53815,53842</link.rule.ids></links><search><creatorcontrib>Winarto</creatorcontrib><creatorcontrib>Noviandini, D</creatorcontrib><creatorcontrib>Marwoto, P</creatorcontrib><creatorcontrib>Wiyanto</creatorcontrib><creatorcontrib>Rido, S</creatorcontrib><creatorcontrib>Iswari, R S</creatorcontrib><creatorcontrib>Priyambodo, P</creatorcontrib><title>Teacher's Perception of Science Practices Learning (SPL)</title><title>Journal of physics. Conference series</title><addtitle>J. Phys.: Conf. Ser</addtitle><description>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.</description><subject>Categories</subject><subject>Empirical analysis</subject><subject>Factor analysis</subject><subject>Learning</subject><subject>Perception</subject><subject>Physics</subject><subject>Science teachers</subject><subject>Secondary schools</subject><subject>Teachers</subject><issn>1742-6588</issn><issn>1742-6596</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>O3W</sourceid><sourceid>BENPR</sourceid><recordid>eNqFkFtLxDAQhYMouK7-Bgs-eIHaXNokfZTFKwULuz6HdjLRLtrWZPfBf29LRREE52UG5pwzw0fIMaOXjGqdMJXyWGa5TFgmVcITyjnN5A6ZfW92v2et98lBCGtKxVBqRvQKK3hBfxqiEj1gv2m6NupctIQGW8Co9BVsGsAQFVj5tmmfo7NlWZwfkj1XvQY8-upz8nRzvVrcxcXj7f3iqohBcC5j7UBpR5VTqbBQc6FtLTmiwjoVjGmOjFVouZDU8tymda4zYNqCqIf_GIg5OZlye9-9bzFszLrb-nY4aXimqMioFvmgUpMKfBeCR2d637xV_sMwakZMZgRgRhhmxGS4mTANTjE5m67_if7fdfGH66FcLH8LTW-d-ATtDnT1</recordid><startdate>20200601</startdate><enddate>20200601</enddate><creator>Winarto</creator><creator>Noviandini, D</creator><creator>Marwoto, P</creator><creator>Wiyanto</creator><creator>Rido, S</creator><creator>Iswari, R S</creator><creator>Priyambodo, P</creator><general>IOP Publishing</general><scope>O3W</scope><scope>TSCCA</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>H8D</scope><scope>HCIFZ</scope><scope>L7M</scope><scope>P5Z</scope><scope>P62</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope></search><sort><creationdate>20200601</creationdate><title>Teacher's Perception of Science Practices Learning (SPL)</title><author>Winarto ; Noviandini, D ; Marwoto, P ; Wiyanto ; Rido, S ; Iswari, R S ; Priyambodo, P</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3226-8fc78f07f743dcb238db62ee7eb431182e11aed2360d29d4b985c18dc3b3371c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Categories</topic><topic>Empirical analysis</topic><topic>Factor analysis</topic><topic>Learning</topic><topic>Perception</topic><topic>Physics</topic><topic>Science teachers</topic><topic>Secondary schools</topic><topic>Teachers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Winarto</creatorcontrib><creatorcontrib>Noviandini, D</creatorcontrib><creatorcontrib>Marwoto, P</creatorcontrib><creatorcontrib>Wiyanto</creatorcontrib><creatorcontrib>Rido, S</creatorcontrib><creatorcontrib>Iswari, R S</creatorcontrib><creatorcontrib>Priyambodo, P</creatorcontrib><collection>IOP Publishing Free Content</collection><collection>IOPscience (Open Access)</collection><collection>CrossRef</collection><collection>Technology Research Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Aerospace Database</collection><collection>SciTech Premium Collection</collection><collection>Advanced Technologies Database with Aerospace</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><jtitle>Journal of physics. Conference series</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Winarto</au><au>Noviandini, D</au><au>Marwoto, P</au><au>Wiyanto</au><au>Rido, S</au><au>Iswari, R S</au><au>Priyambodo, P</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Teacher's Perception of Science Practices Learning (SPL)</atitle><jtitle>Journal of physics. Conference series</jtitle><addtitle>J. Phys.: Conf. Ser</addtitle><date>2020-06-01</date><risdate>2020</risdate><volume>1567</volume><issue>2</issue><spage>22056</spage><pages>22056-</pages><issn>1742-6588</issn><eissn>1742-6596</eissn><abstract>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.</abstract><cop>Bristol</cop><pub>IOP Publishing</pub><doi>10.1088/1742-6596/1567/2/022056</doi><tpages>7</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1742-6588 |
| ispartof | Journal of physics. Conference series, 2020-06, Vol.1567 (2), p.22056 |
| issn | 1742-6588 1742-6596 |
| language | eng |
| recordid | cdi_proquest_journals_2570350839 |
| source | IOP Publishing Free Content; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; IOPscience extra; Alma/SFX Local Collection; Free Full-Text Journals in Chemistry |
| subjects | Categories Empirical analysis Factor analysis Learning Perception Physics Science teachers Secondary schools Teachers |
| title | Teacher's Perception of Science Practices Learning (SPL) |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-09T01%3A10%3A22IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_iop_j&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Teacher's%20Perception%20of%20Science%20Practices%20Learning%20(SPL)&rft.jtitle=Journal%20of%20physics.%20Conference%20series&rft.au=Winarto&rft.date=2020-06-01&rft.volume=1567&rft.issue=2&rft.spage=22056&rft.pages=22056-&rft.issn=1742-6588&rft.eissn=1742-6596&rft_id=info:doi/10.1088/1742-6596/1567/2/022056&rft_dat=%3Cproquest_iop_j%3E2570350839%3C/proquest_iop_j%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2570350839&rft_id=info:pmid/&rfr_iscdi=true |