Primary School Teacher Strategy To Promote Student Engagement In Science Lessons
Irwan Koto, Muslima Harneli, Endang Widi Winarni
Available Online February 2019.
- https://doi.org/10.2991/icpeopleunnes-18.2019.25How to use a DOI?
- Engagement, Learning Cycle Model, POE Technique, KWL Technique, Action Research
- It is believed that student engagement is significantly associated with student interest and academic performance. This study reports the primary school teacher strategy to promote student engagement in science lessons to enhance student academic performance. There were 24 students in the fifth grade, one classroom teacher, and two teacher trainers involved in the collaborative action research. The intervention was implemented in two cycles comprising; idea, planning, implementing, evaluating, amend planning, and implementing. The data collection instruments are paper and pencil test, classroom observation checklists, and teacher reflective journals. An action plan was designed for 70 minutes a day on 2 days a week for a period two weeks. In the intervention process, the classroom teacher implemented the action plan using learning cycle 3E model combined with KWL techniques to promote student engagement. Following evaluating, the teacher implemented the amended plan employing learning cycle 3E model combined with POE techniques. The findings showed that in term of behavioral and cognitive engagement learning cycle 3E model blended with POE technique was more effective than learning cycle 3E model belended KWL technique.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Irwan Koto AU - Muslima Harneli AU - Endang Widi Winarni PY - 2019/02 DA - 2019/02 TI - Primary School Teacher Strategy To Promote Student Engagement In Science Lessons BT - International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018) PB - Atlantis Press SP - 122 EP - 127 SN - 2352-5398 UR - https://doi.org/10.2991/icpeopleunnes-18.2019.25 DO - https://doi.org/10.2991/icpeopleunnes-18.2019.25 ID - Koto2019/02 ER -