The Implementation of Physics Learning Based on Teacher Competency
- DOI
- 10.2991/assehr.k.200323.090How to use a DOI?
- Keywords
- teacher competency, physics learning
- Abstract
This study aimed to describe the role of Physics teachers in planning, to implement, and to assess learning at Senior High Schools in Makassar based on their competencies. A survey has been conducted in several senior high schools in Makassar. The subjects of this study were Physics teachers who had been certified from 2009-2019. The results of the study were analyzed using a quantitative descriptive approach combined with a qualitative approach. The results of the study indicated that the planning of Physics learning by teachers, whether those who had a certification period of fewer than seven years or more, had corresponded 2013 curriculum. Besides, the Physics teachers had carried out learning in the classroom based on the lesson plans they had constructed before. In addition, the results showed that the assessment of Physics learning regardless of the teacher certification period, both the process and the results of Physics learning, had not been fully implemented in accordance with the lesson plan. Overall, whether the planning, implementation, and evaluation of Physics learning by high school teachers in Makassar in implementing the 2013 curriculum did not show significant differences in terms of the teacher certification period.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Nurmayani J. Said AU - K. Arafah AU - M. Arsyad PY - 2020 DA - 2020/03/25 TI - The Implementation of Physics Learning Based on Teacher Competency BT - Proceedings of the International Conference on Progressive Education (ICOPE 2019) PB - Atlantis Press SP - 61 EP - 66 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200323.090 DO - 10.2991/assehr.k.200323.090 ID - Said2020 ER -