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Inquiry-Based Learning in Indonesia: Portraying Supports, Situational Beliefs, and Chemistry Teachers' Adoptions

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Title: Inquiry-Based Learning in Indonesia: Portraying Supports, Situational Beliefs, and Chemistry Teachers' Adoptions
Language: English
Authors: Effendi-Hasibuan, Muhammad Haris (ORCID 0000-0001-7613-2526), Ngatijo (ORCID 0000-0002-0921-7471), Sulistiyo, Urip (ORCID 0000-0002-3270-1261)
Source: Journal of Turkish Science Education. Dec 2019 16(4):538-553.
Availability: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Active Learning, Inquiry, Foreign Countries, Chemistry, Science Teachers, Curriculum Implementation, Teaching Conditions, Achievement Tests, International Assessment, Secondary School Students, Teacher Attitudes, Public Schools, Educational Resources, Adoption (Ideas), Secondary School Science, Science Instruction
Geographic Terms: Indonesia
Assessment and Survey Identifiers: Program for International Student Assessment
ISSN: 1304-6020
Abstract: This study aimed at portraying the implementation of inquiry-based chemistry learning in the city of Jambi, Indonesia during the curriculum reformation era. The study included pre-existing supports for and situational beliefs towards the use of the strategy. The results of a questionnaire (n=99) revealed that inquiry had been minimally adopted in these areas. Improper supports and beliefs were identified and significantly contributed (p< 0.05) to the low adoption of the strategy (r= 0.56**, [beta]= 0.32; and r= 0.57**, [beta]= 0.35). These findings might explain the limited success of the Indonesian curriculum and low science achievement of the Indonesian students in the Program for International Student Assessment (PISA). This study recommends that the supportive learning conditions are needed to promote the teachers shift their own instructional strategies and improve the Indonesian students' science competencies.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1264894
Database: ERIC
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  Data: Inquiry-Based Learning in Indonesia: Portraying Supports, Situational Beliefs, and Chemistry Teachers&#39; Adoptions
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  Data: This study aimed at portraying the implementation of inquiry-based chemistry learning in the city of Jambi, Indonesia during the curriculum reformation era. The study included pre-existing supports for and situational beliefs towards the use of the strategy. The results of a questionnaire (n=99) revealed that inquiry had been minimally adopted in these areas. Improper supports and beliefs were identified and significantly contributed (p&lt; 0.05) to the low adoption of the strategy (r= 0.56**, [beta]= 0.32; and r= 0.57**, [beta]= 0.35). These findings might explain the limited success of the Indonesian curriculum and low science achievement of the Indonesian students in the Program for International Student Assessment (PISA). This study recommends that the supportive learning conditions are needed to promote the teachers shift their own instructional strategies and improve the Indonesian students&#39; science competencies.
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  Data: EJ1264894
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 538
    Subjects:
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Teaching Conditions
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      – SubjectFull: Achievement Tests
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      – SubjectFull: International Assessment
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Public Schools
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      – SubjectFull: Secondary School Science
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      – SubjectFull: Science Instruction
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      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Program for International Student Assessment
        Type: general
    Titles:
      – TitleFull: Inquiry-Based Learning in Indonesia: Portraying Supports, Situational Beliefs, and Chemistry Teachers' Adoptions
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