PENGGUNAAN ICT DALAM PEMBELAJARAN SAINS PADA GURU SMP N DI SUMATERA BARAT

Erman Har, Welya Roza, Ashabul Khairi

Abstract

This study focuses on describing the categories of teacher attitudes towards ICT, teacher skills using ICT and teacher skills to make ICTbased teaching materials,learn differences a) teacher skills using ICT in learning, b) teacher attitudes towards ICT, c) teacher skills to make ICT-based teaching materials based on the location of the school.This research was carried out on the science teachers Junior high schoolin West Sumatra with a total sample of 260 people.Sampling is done randomly in selected schools. Descriptive data analysis, and inference statistics are t-test.The results showed that teacher attitudes towards ICT were in the high category, the skills of teachers using ICT were in the moderate category and teacher skills in making ICTbased teaching materials were in the low category. The skills of teachers using ICT based on the location of the school have significant differences, meaning that junior high school science teachers are higher in ICT Skills, teacher attitudes towards ICT are also higher outside city Junior high schoolscience teachers, the skills of Junior high schoolscience teachers make ICTbased teaching materials based on school locations also significant difference.

Keywords

sikap guru, keterampilan ICT guru, penggunaan ICT, guru sains

Full Text:

PDF

References

Abukhattala, I. (2016). The Use of Technology in Language Classrooms in Libya. International Journal of Social Science and Humanity, 6(4), 262-267.

Arroio, A. (2012). Visualizations for natural science education. Journal of Baltic Science Education, 11 (2), 12-14.

Depdikbud (2005). Competency based curriculum. Jakarta Pusat: Kurikulum.

Eger.L, Klement M, Tomczyk L, Pisoňová M, Petrová,G (2018) Different User Groups Of University Students And Their Ict Competence: Evidence From Three Countries In Central Europe,Journal of Baltic Science Education, Vol. 17, No. 5, 2018

Ferreira.C.Baptista,M.Arroio,A.(2013)Teachers’ Pedagogical Strategies For Integrating Multimedia Tools I Science Teaching, Journal of Baltic Science Education, Vol. 12, No. 4, 2013ISSN 1648–3898

Hassard , J. (2005). The art of teaching science inqury and innovation in middle school and high school. New York : Oxford University Pres.inc

Hismanoglu, M. (2012). Prospective EFL teachers’ perceptions of ICT adoption: A study of distance higher education in Turkey. Educational Technology & Society, 15(1), 185-196.

Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59, 1109-1121.

Patel, K. B., Dooley, M., Abate, A., & Moll, V. (2017). Distributed learning: Revitalizing anesthesiology training in resource-limited Ethiopia. Frontiers in public health, 5, 59. doi:10.3389/fpubh.2017.00059

Rohaida, M.S., & Kamariah A. B. (2005). Technology-based science classroom: what factors facilitate learning? Jurnal Pendidik dan Pendidikan, 20, 1-19.

Šorgo, A., Verčkovnik, T., & Kocijančič, S. (2010). Information and Communication Technologies (ICT) in Biology Teaching in Slovenian Secondary Schools. Eurasia Journal of Mathematics, Science & Technology Education, 6 (1), 37-46.

Toro, U., & Joshi, M. (2012). ICT in higher education: Review of literature from the period 2004-2011. International Journal of Innovation, Management and Technology, 3 (1), 20-23.

Mäkinen, M. (2006). Digital empowerment as a process for enhancing citizens’ participation. E-Learning and Digital Media, 3(3), 381-395.

Mesfin, G. (2004). Integration of computer assisted learning into the curricula of Ethiopian schools (Unpublished master thesis). Addis Ababa University, Addis Ababa, Ethiopia.

Milton, P. (2003). Trends in the integration of ICT and learning in K-12 systems. Toronto, Canada: Canadian Education Association.

Martin, S. (2003). Is the digital divide really closing? A Critique of inequality measurement in a nation online. IT & Society,1(4), 1-13.

Moreno, R., & Mayer, R. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review, 19 (3), 309-326.

Niederhauser, D. S., & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service Teachers’ instructional technology outcome expectations, Computers in Human Behavior, 26, 436-442.

Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ICT: Promise, problems and future directions. London: Futurelab.

Tasker, R., & Dalton, R. (2006). Research into practice: visualization of the molecular world using animations. Chemistry Education Research and Practice, 7 (2), 141-159.

Webb, M. E. (2005). Affordances of ICT in science learning: implications for an integrated pedagogy. International Journal of Science Education, 27 (6), 705-735.

Webb, M. E. (2010). Technology-mediated learning. In J. Osborne, & J. Dillon (Eds.), Good Practice in Science Teaching – What research as to say? (pp. 158-182). Maidenhead: Open University Press.

Wellington, J. (2002). Teaching and learning secondary science: Contemporary issues and practical approaches.London: Taylor & Francis e-library

Yapici, I. Ü., & Hevedanli, M. (2012). Pre-Service Biology Teachers’ Attitudes towards ICT Using In Biology Teaching. Procedia - Social and Behavioral Sciences, 64, 633-638.

Yuen, A. H., & Ma, W. W. (2008). Exploring teacher acceptance of e‐learning technology. Asia‐Pacific Journal of Teacher Education, 36(3), 229-243.

Refbacks

  • There are currently no refbacks.