The Needs of Cimahi and Bandung District Elementary Teachers in Conducting Science Teaching

This paper presents result of the first stage of a three-year research project on Development media-based training model. The project aiming at developing training model based on media which in line with teachers need in order to improve elementary school teacher competence in science teaching. In this first stage of research four actions has been conducted, they are: (1) Developing the criteria of science teaching based on study literature, (2) Analyzing teachers need in carrying out science teaching, (3) Developing blue print of based media training model which in line with teachers need and (4) Selecting media which will be used in the training Research method used in the three year project is Research and Development (R & D). The first stage of research involves the using of questionnaire and observation. Data collected from the questionnaire shows that 83% teacher claims that teaching is transferring the knowledge while learning is receiving knowledge and activity to get the unknown information. This result indicated that teacher lack of knowledge about nature of science and constructivism in learning. As many as 70% teachers never got involve in science teachers workshop or training. Data collected from observation reveal that teacher in Cimahi and Bandung district need to improve their skill in aspects as follows: 1) Conducting set induction which involve motivate and attract students attention, exploring students prior knowledge as well as stating the aim of instruction; 2) In main activity teacher need to improve their ability to select method which appropriate with the nature of competence that students have to gain, designing and improving the role of media in their instruction as well as developing type and instrument of evaluation. 3) In closure activity teacher need to improve their ability in making conclusion. All teachers have good relationship with student. Keyword: media-based training model, teacher competency, research and development. A. Introduction Teacher plays an important role in teaching learning process. Teacher ability related to the improvement of teaching learning process quality (Widodo, 2006, The Finance Project, 2005), therefore the improvement of teacher competence in conducting science instruction become more important. There have been many efforts developed by the government in order to improve teacher quality. The programs developed in form of in-house training, in-service training, seminar, and workshop. However these efforts have not yet show good result. Widodo (2006) argues there are some reasons that make the government program fail, they are: the program developed did not involve teacher in the development, problem pose in the program is general, mean while teacher problems are specific and contextual, problem that said important by the government is not important for the teacher. Program developed separate the content and pedagogy, innovation given in the program mostly given by lecturing not demonstrating. From those reasons given above Widodo (2006) argues that government program of teacher training did not meet the teacher needs. Similar argument posed by Wentling (1993). Besides that research conducted by National Research Council in 1996, shows that a failure of teacher training program caused by the program developed did not meet the real situation of school. Mostly teacher training program was claim as a simple activity (Wentling, 1993). Contrary, Wentling argues that teacher training program involves important and complex activity that have to be designed in order to meet teacher needs. In order to perform real context of school media in a form of audio visual can be utilized in the teacher training program. B. Research Method Method used in the study was Research and Development (R & D), which is started with need analysis and ended with model validation. Research involved 23 teachers from 8 schools located in Cimahi and Bandung districts. This paper is the result of the first phase of the research where criteria of science teaching and teacher competency to conduct science teaching were analyzed based on literature. Teacher performance in conducting science teaching in the real situation was also observed to determine teacher need. The research was also involved the use of questionnaire. Steps of research were drawn in a diagram 1. Analysis to the ideal science teaching characteristics Identification to the competency that teacher should have in order to conduct science instruction Identification to the competency that teacher already has Identification to the problems raised in field involving student and teacher attitudes to the science instruction in elementary school. C. Result and Discussion Based on literature it was reveal that science instruction is characterized by nature of science. In conducting science teaching teacher has to view that science is not only as a product but also as a process, technology and values (Brown, 2002). As a consequence science instruction is not merely memorizing science concept but also giving student skill in doing observation which involved as many as senses student can use, conducting research, using tools, improving thinking skills (scientific thinking skills), investigating, and representing thought inquiry activity. The objective of science instruction in elementary school is giving student comprehension of science phenomenon in a social context by observing environment in order to gain scientific attitude. Teacher act as a partner in teaching learning process who guide student to rake deeper understanding toward science and guiding student to solve problems. Minimal characteristics that has to be shown in science instruction in elementary school is observation to the real environment closer to the students life both in side of the classroom or out side of the classroom. As a result of this activity, teacher can avoid science teaching instruction which is book oriented (Boyd, 1984; Parkay et, al., 2006). Based on literature review, NSTA (2003) stated that ideal teacher should has competency as follows: 1) Understand the pedagogy and student behavior, 2) Performing attitude to foster learning and understand human relationship among other 3) Understand science content, 4) Control teaching technical that facilitate student learning 5) Articulate science knowledge and practice science which recently developed , 6) Comprehend nature of science and can involve student effectively in learning the history, philosophy and science practice, 7) Involve student through various method of scientific inquiry as well as active teaching learning process by inquiring. Teacher foster student to get involve individually or in collaborative work in group to observe, ask question, design the inquiry, collect and interpret data which aim to develop concept and its relationship with student experience, 8) Create various student learning which are able to construct the meaning of student experience which related with science and has willingness to explore learning, 9) Planning and application curriculum which has characteristics active and effective, 10) Relate her/his knowledge with local need by Needs/gap Developing media for teacher training program