How Elementary Science Teachers Understand Perform Science Process Skills and HOTS
Irham Nugroho(a*), Insih Wilujeng(b), Pujaningsih(a)

(a)Fakultas Ilmu Pendidikan dan Psikologi, Universitas Negeri Yogyakarta (Indonesia)
*irhamnugroho.2022[at]student.uny.ac.id
(b)Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Yogyakarta (Indonesia)

Abstract

One potential reason for the strong performance could be that the performance test items were given in a realistic setting, which may have aided the elementary science instructors in addressing them due to their familiarity with the situations. The inadequate conceptual comprehension exhibited by the elementary science teachers in our study is a significant cause for concern and necessitates immediate action from science teacher education and professional development programmes. Therefore, we suggest implementing a direct intervention in teacher education programmes for primary science teachers to specifically focus on science process skills and higher-order thinking abilities (HOTS). This intervention aims to enhance the conceptual knowledge of science processes and HOTS among teachers. This study investigated the conceptual comprehension of science process skills and higher-order thinking skills (HOTS) among science teachers. The sample consisted of 17 elementary science instructors from institutions in Magelang Regency. The participants consisted of primary school science teachers from the fourth, fifth, and sixth grades who were registered for the study. Information was gathered via a questionnaire. The findings indicated that elementary science teachers possessed a restricted conceptual comprehension of science process skills and higher-order thinking skills (HOTS). Conversely, they exhibited superior performance in science process skills and higher-order thinking skills (HOTS). Most participants were unable to accurately define the science process abilities and higher-order thinking skills (HOTS). The findings have ramifications for the fields of science education, pedagogy, and teacher training.

Keywords: Conceptual Understanding- Teacher Performance- Science Process Skills- HOTS

Topic: Education