Universal Journal of Educational Research Vol. 8(11B), pp. 5677 - 5685
DOI: 10.13189/ujer.2020.082201
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Understanding of Social Studies Teachers on the Scientific Approach

Mamat Ruhimat ^*
Department of Geography Education, Faculty of Social Sciences Education, Universitas Pendidikan Indonesia, Indonesia

ABSTRACT

This study aims to analyze the level of social studies teacher's understanding of scientific learning approaches. The subjects of this study were 60 junior high school social studies teachers in Bandung, Indonesia. This research uses survey design. Data collection uses questionnaires. Data were analyzed using one-way ANOVA with IBM SPSS 22. The findings indicate that social studies teachers have understood the mechanism of scientific learning in a moderate level. Some of the answers to questions show an understanding of the stages of social science learning in junior high schools in Bandung. The response confirms that they have understood the mechanism of scientific learning with a moderate level of understanding. Although the majority of respondents have the low understanding of the four stages of scientific learning, almost all research questions answered by teacher respondents are appropriate by scientific standards. This result can practically be a direction for policy makers to formulate teacher education which does not merely emphasize the pedagogical and professional aspects in terms of students' mastery and teaching materials, but also deepens epistemological aspects and scientific mechanisms to broaden scientific fundamentals in classroom.

KEYWORDS
Social Studies, Scientific Approach, Teacher Understanding

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Mamat Ruhimat , "Understanding of Social Studies Teachers on the Scientific Approach," Universal Journal of Educational Research, Vol. 8, No. 11B, pp. 5677 - 5685, 2020. DOI: 10.13189/ujer.2020.082201.

(b). APA Format:
Mamat Ruhimat (2020). Understanding of Social Studies Teachers on the Scientific Approach. Universal Journal of Educational Research, 8(11B), 5677 - 5685. DOI: 10.13189/ujer.2020.082201.