How do teachers and prospective teachers perceive the exploration of problem-solving abilities in elementary school science learning? Kartika Chrysti Suryandari1*, Wahyudi2, Rokhmaniyah3, Muhamad Chamdani4, Putra Nadzif Yuanditama Asirwada5
PGSD FKIP Universitas Sebelas Maret
Abstract
The importance of problem-solving-based learning for teachers in elementary schools requires in-depth learning. This study aims to analyze the perceptions of teachers and prospective teachers in planning creative problem solving-based teaching in science learning. Participants consisted of (N: 48), namely 23 prospective teacher students and 25 elementary school teachers. The research method was descriptive qualitative with data collection by observation, video recording, and in-depth interviews for three meetings with a duration of 15-20 minutes. Data collection from interviews with participants based on agreed time and without intervention. The results showed that the participants had an unequal understanding of problem solving in science learning. Prospective teachers raised current issues related to natural phenomena as problem solving material in science learning. Elementary school teachers assume that problem solving is more about student learning problems rather than current issues. Participants have a perception that problem solving is important for future life and not creative participants are not influenced by age, gender or work experience.
Keywords: planning, explorative, learning, problem solving, science
