Indonesian Teachers Perspective on the Characteristics and How to Teach Science in Elementary School
DOI:
10.29303/jpm.v20i7.9369Published:
2025-11-27Issue:
Vol. 20 No. 7 (2025)Keywords:
Nature of Science; Primary School; Science Education; Science Learning; Teacher's PerspectiveArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Science education plays a critical role in shaping students' scientific literacy and attitudes. Teachers' perspectives on the nature of science (NoS) are central to how science is taught in classrooms, particularly at the elementary level. This study aims to analyse the views of elementary school teachers in Indonesia on the fundamental characteristics of science and how they implement these views in their teaching practices. Using a descriptive quantitative approach, complemented by Focus Group Discussions (FGD), data were collected from 52 teachers across diverse geographical regions, including West Nusa Tenggara, Java, and East Nusa Tenggara. The data were analysed based on four core aspects of the nature of science: science is interesting to study, science is useful in life, science continues to develop, and science is a global human endeavour. The results show that most teachers have very positive views on the first three aspects, while their understanding of the global dimension of science is categorised as good. Further analysis revealed no significant differences in teachers' views based on length of service, gender, or PPG (Teacher Professional Education) status. These findings suggest the need to enhance teachers' pedagogical competence through globally oriented training programs and contextualised science teaching approaches. This study contributes to improving the quality of science education by encouraging a more holistic and globally relevant understanding of science among primary school teachers.
References
J. S. Lederman, N. G. Lederman, and A. Antink, “Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy,” Int. J. Educ. Math. Sci. Technol., vol. 2, no. 3, pp. 138–147, 2014.
F. Abd-El-Khalick and N. G. Lederman, “Improving science teachers’ conceptions of nature of science: A critical review of the literature,” Int. J. Sci. Educ., vol. 22, no. 7, pp. 665–701, 2000, doi: 10.1080/09500690050044044.
R. Khishfe and F. Abd-El-Khalick, “Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science,” J. Res. Sci. Teach., vol. 39, no. 7, pp. 551–578, 2002, doi: 10.1002/tea.1003.
R. Gunstone, “The importance of students’ views about learning science,” in The Re-emergence of Learning in Science Education, Routledge, 2004, pp. 11–28.
Kemdikbudristek, Panduan Implementasi Kurikulum Merdeka. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2022.
M. Çalik, B. Turan, and R. K. Coll, “A cross-age study of elementary student teachers’ scientific habits of mind concerning socio-scientific issues,” Int. J. Sci. Math. Educ., vol. 13, no. 2, pp. 289–307, 2015, doi: 10.1007/s10763-014-9601-7.
H. A. Yacoubian, “A framework for guiding future citizens to think critically about nature of science and socioscientific issues,” Can. J. Sci. Math. Technol. Educ., vol. 15, no. 3, pp. 248–260, 2015, doi: 10.1080/14926156.2015.1051671.
N. G. Lederman, “Nature of science: Past, present, and future,” in S. K. Abell and N. G. Lederman, Eds., Handbook of Research on Science Education. Lawrence Erlbaum Associates, 2007, pp. 831–879.
W. F. McComas, Nature of Science in Science Instruction: Rationales and Strategies. Springer, 2020.
D. P. Lapang, “Menjaring data dan informasi penelitian melalui FGD (Focus Group Discussion): Belajar dari praktik lapang Achmad Rizal H. Bisjoe,” J. Biostatistik, Kependudukan, dan Informatika Kesehatan, pp. 17–28, 2006.
P. G. Subhaktiyasa, “Menentukan populasi dan sampel: Pendekatan metodologi penelitian kuantitatif dan kualitatif,” —, vol. 9, pp. 2721–2731, 2024.
B. William, “Evaluating the efficacy of focus group discussion (FGD) in qualitative social research,” Int. J. Bus. Soc. Sci., vol. 3, no. 7, pp. 54–57, 2012.
J. A. Morrison, F. Raab, and D. Ingram, “Factors influencing elementary and secondary teachers’ views on the nature of science,” J. Res. Sci. Teach., vol. 46, no. 4, pp. 384–403, 2009, doi: 10.1002/tea.20252.
K. J. Chuene and S. K. Singh, “Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers,” Eurasia J. Math. Sci. Technol. Educ., vol. 20, no. 1, pp. 1–16, 2024, doi: 10.29333/EJMSTE/14090.
S. Lakin and J. Wellington, “Who will teach the ‘nature of science’?: Teachers’ views of science and their implications for science education,” Int. J. Sci. Educ., vol. 16, no. 2, pp. 175–190, 1994, doi: 10.1080/0950069940160206.
K. Knowles and J. Guthrie, The Effect of Teacher Characteristics on Student Achievement and Motivation, p. 348, 2000.
A. Aditomo, Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah, Edisi Revisi, pp. 1–72, 2024.
A. D. F. Dwita Fitri, A. Asrizal, and F. Festiyed, “Effect size analysis of the influence of science teaching materials based on scientific approach on students’ learning outcomes,” J. Innov. Phys. Teach., vol. 1, no. 2, pp. 104–112, 2023, doi: 10.24036/jipt/vol1-iss2/18.
D. Dani, “Scientific literacy and purposes for teaching science: A case study of Lebanese private school teachers,” Int. J. Environ. Sci. Educ., vol. 4, no. 3, pp. 289–299, 2009.
C. García-Ruiz, T. Lupión-Cobos, and Á. Blanco-López, “Effects of an inquiry-based science education training program on pre-service teachers: A mixed-methods case study,” Eurasia J. Math. Sci. Technol. Educ., vol. 18, no. 12, 2022, doi: 10.29333/ejmste/12578.
C. Gormally, P. Brickman, B. Hallar, and N. Armstrong, “Effects of inquiry-based learning on students’ science literacy skills and confidence,” Int. J. Scholarsh. Teach. Learn., vol. 3, no. 2, 2009, doi: 10.20429/ijsotl.2009.030216.
N. R. Dolenc, P. Beaulieu, and P. Sheppard, “Maintaining scientific inquiry in online education,” Res. Issues Contemp. Educ., vol. 5, no. 3, pp. 13–25, 2020.
H. Suwono, L. Maulidia, M. Saefi, S. Kusairi, and C. Yuenyong, “The development and validation of an instrument of prospective science teachers’ perceptions of scientific literacy,” Eurasia J. Math. Sci. Technol. Educ., vol. 18, no. 1, 2022, doi: 10.29333/EJMSTE/11505.
Author Biographies
Riska Dia Sapitri, Master of Science Education, University of Mataram
Rizka Sofia Irawan, Master of Science Education, University of Mataram
Ryya Aulia Assirri, Master of Science Education, University of Mataram
License
Copyright (c) 2025 Riska Dia Sapitri, Ryya Aulia Atsiri, Rizka Sofia Irawan
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
