View in EDS PDF Full Text

The Inquiry-Based Teaching Instruction (IbTI) in Indonesian Secondary Education: What Makes Science Teachers Successful Enact the Curriculum?

Saved in:
Bibliographic Details
Title: The Inquiry-Based Teaching Instruction (IbTI) in Indonesian Secondary Education: What Makes Science Teachers Successful Enact the Curriculum?
Language: English
Authors: Effendi-Hasibuan, Muhammad Haris, Harizon, Ngatijo, Mukminin, Amirul
Source: Journal of Turkish Science Education. Mar 2019 16(1):18-33.
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: Foreign Countries, Science Instruction, Inquiry, Teaching Methods, Secondary School Science, Science Teachers, Barriers, Teacher Attitudes, Time, Class Size, Educational Facilities, Knowledge Level, Teaching Skills, Equipment
Geographic Terms: Indonesia
ISSN: 1304-6020
Abstract: The inquiry-based teaching instruction (IbTI) has been practiced internationally to improve student competency in science. The implementation of this strategy has been recommended by the science curriculum in Indonesia since 2003. However, it is not still implemented successfully in schools. The implementation is likely unsuccessful to achieve its goals and this has been demonstrated by the results of an international assessment program called PISA in which the ranks of Indonesia have not increased since 2003. This study; thus, focused on this issue by assessing the implementation of IbTI in secondary schools in Jambi City, Indonesia. In addition, this study included constraints that interfered with the implementation. A researcher-designed questionnaire was sent out to 107 science teachers in Jambi city and 70 (65.4%) teachers returned the questionnaires. The results showed that most of the participants did not use IbTI in their science classrooms. They predominantly used the more traditional teaching strategies such as lecturing despite of the fact that the use of IbTI had been recommended by the curriculum. Four major perceived-constraints including the unsupportive educational settings and insufficient facilities and knowledge had been identified interfered with the implementation. These findings may provide a logical explanation to the low science scores of the Indonesian students as showed by PISA. This study thus highlighted the need of providing the science teachers with reasonable supports for replacing their traditional-type instructions with more student-centered ones such as IbTI. The findings of this study are also beneficial for those in other developing countries who are endeavoring to implement inquiry due to the similarity in their educational context.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1265066
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE4-xQRV4ep3g7gD5WgSoBcAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDORpxvIqCmbacw6iKQIBEICBm5pMW3deV65F3clVAUC7_Cbhxjqe2MwYwKZnMLi1ydtnsyoTid3umBtDGH_QOdskSXounVC-fQ-GmjaH40VBExXC7K4GYNhp6MP7fIn0fBLkD375nwQD1ChZfJzCvIXr6abscT3H7VV-6Qamnc0ie2K-WlPBgnxMgAdBdCtdNpMnyFPZazMfRT-NDyF-IRRGGwM8TwjdQGEBpqfL
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1265066
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1265066
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Inquiry-Based Teaching Instruction (IbTI) in Indonesian Secondary Education: What Makes Science Teachers Successful Enact the Curriculum?
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Effendi-Hasibuan%2C+Muhammad+Haris%22">Effendi-Hasibuan, Muhammad Haris</searchLink><br /><searchLink fieldCode="AR" term="%22Harizon%22">Harizon</searchLink><br /><searchLink fieldCode="AR" term="%22Ngatijo%22">Ngatijo</searchLink><br /><searchLink fieldCode="AR" term="%22Mukminin%2C+Amirul%22">Mukminin, Amirul</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Turkish+Science+Education%22"><i>Journal of Turkish Science Education</i></searchLink>. Mar 2019 16(1):18-33.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Facilities%22">Educational Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Equipment%22">Equipment</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1304-6020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The inquiry-based teaching instruction (IbTI) has been practiced internationally to improve student competency in science. The implementation of this strategy has been recommended by the science curriculum in Indonesia since 2003. However, it is not still implemented successfully in schools. The implementation is likely unsuccessful to achieve its goals and this has been demonstrated by the results of an international assessment program called PISA in which the ranks of Indonesia have not increased since 2003. This study; thus, focused on this issue by assessing the implementation of IbTI in secondary schools in Jambi City, Indonesia. In addition, this study included constraints that interfered with the implementation. A researcher-designed questionnaire was sent out to 107 science teachers in Jambi city and 70 (65.4%) teachers returned the questionnaires. The results showed that most of the participants did not use IbTI in their science classrooms. They predominantly used the more traditional teaching strategies such as lecturing despite of the fact that the use of IbTI had been recommended by the curriculum. Four major perceived-constraints including the unsupportive educational settings and insufficient facilities and knowledge had been identified interfered with the implementation. These findings may provide a logical explanation to the low science scores of the Indonesian students as showed by PISA. This study thus highlighted the need of providing the science teachers with reasonable supports for replacing their traditional-type instructions with more student-centered ones such as IbTI. The findings of this study are also beneficial for those in other developing countries who are endeavoring to implement inquiry due to the similarity in their educational context.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1265066
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1265066
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 18
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Class Size
        Type: general
      – SubjectFull: Educational Facilities
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Equipment
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: The Inquiry-Based Teaching Instruction (IbTI) in Indonesian Secondary Education: What Makes Science Teachers Successful Enact the Curriculum?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Effendi-Hasibuan, Muhammad Haris
      – PersonEntity:
          Name:
            NameFull: Harizon
      – PersonEntity:
          Name:
            NameFull: Ngatijo
      – PersonEntity:
          Name:
            NameFull: Mukminin, Amirul
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-electronic
              Value: 1304-6020
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Turkish Science Education
              Type: main
ResultId 1