Peningkatan Literasi Sains Siswa Melalui Pendekatan Edukatif Berbasis Nilai-Nilai Dasar Pendidikan
Keywords:
teacher training, science instructional media, teaching quality, elementary educationAbstract
This study aims to examine the effectiveness of science instructional media development training in improving the quality of teaching in elementary schools. A quantitative approach with a quasi-experimental method was employed, using a non-equivalent control group design involving two groups of teachers: the experimental group (who received the training) and the control group (who did not). The instruments included classroom observation sheets, teacher perception questionnaires, and an analysis of lesson plans (RPP) and instructional media developed by the teachers. The results revealed that teachers in the experimental group showed significant improvement in lesson planning, classroom implementation, and assessment practices. The average scores for observation and questionnaire in the experimental group were categorized as “very good” (87.5 and 89.2), while the control group fell under the “fair” category (74.1 and 72.6). The independent sample t-test showed a statistically significant difference between the two groups (t = 4.76; p < 0.05). These findings suggest that training designed to be practical, contextual, and based on direct experience is effective in enhancing teachers' pedagogical and technological competencies, and supports the implementation of active learning in line with the principles of the Merdeka Curriculum.
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