USNSJUSNSJ

Journal of Biological Science and EducationJournal of Biological Science and Education

Curriculum 2013 requires teachers to implement a scientific approach. This study aims to describe (1) the ability of science teachers in designing learning based on the scientific approach in SMPN 1 and SMPN 2 Kendari and (2) the competence of science teachers in implementing learning based on the scientific approach in accordance with the 2013 curriculum in SMPN 1 and SMPN 2 Kendari. Data was collected using lesson plan studies, learning observations, and interviews. The sampling method used was purposive sampling, with a sample of 13 science teachers from classes VII and VIII in both schools. The results showed that (1) the competence of science teachers in designing learning based on the scientific approach was in the functional category, and (2) the ability of science teachers in implementing learning based on the scientific approach was good enough.

The study concludes that science teachers in SMPN 1 and SMPN 2 Kendari demonstrate competency in preparing lesson plans at an outstanding level.Furthermore, their competency in implementing learning based on the scientific approach is considered good enough.However, further development is needed in aspects such as linking material to real-life applications and fostering a more conducive interpersonal relationship with students to enhance the overall learning experience.

Based on the findings, future research could explore the specific challenges faced by teachers in implementing the scientific approach, particularly in fostering higher-order thinking skills like associating and reasoning. Additionally, studies could investigate the effectiveness of different professional development programs designed to enhance teachers understanding and application of the scientific method in the classroom. Finally, research could focus on the impact of improved teacher competency in the scientific approach on student learning outcomes and their ability to apply scientific concepts to real-world problems, contributing to a more robust and effective science education system. These investigations should consider the unique context of Indonesian schools and the specific needs of students in Kendari, aiming to provide practical recommendations for improving science education quality.

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