PERANAN KEYAKINAN GURU TERHADAP HAKIKAT DAN BELAJAR MENGAJAR SAINS DALAM PENGEMBANGAN PROFESIONALISME
Abstract: This article is a
study aiming at developing a professionalis menhancing system that can bridge
the gap between the curriculum that prepares teachers and the teaching they
practice at schools. Anunderstanding of the system of teachers' beliefs will
assist inenhancing the effectiveness of the teaching of science and represents a
significant indicator of teachers' behavior in the classroom. In relation to
science, teachers believe that it is manmade so that it is imperfect and must
be continuously developed. They also realize that science is part of daily
life. In teaching science, emphasis should be on exploratory learning with
little instruction but with a provision of structured materials. Teachers'
beliefs have important roles in instructional reformation. Beliefs could be
constructed through active participation and collaborative partnership so that
belief and knowledge transformation can occur. Transformational and continuous
professional development is needed to align teachers'beliefs with reformation
recommendations. Successful reform inscience teaching and true implementation
by the teachers as intendedwill need some kind of enabling condition. The PPGS
(short for Penugasan Pendidikan Guru ke Sekolah or School Assigned Teacher
Education) program is a system to accommodate thetransformational professional
development of science teachers and expected to be an agent of change in
science teaching. Every reform or innovation in science teaching could be
validated by being putinto practice in PPGS forums first.
Penulis: Iceng Hidayat
Kode Jurnal: jppendidikandd070008
