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Understanding, Participation, and Obstacles of Elementary School Teachers in Improving Scientific Writing Skills

Published: 25 April 2021 Publication History

Abstract

This study aims to determine teacher's understanding and participation in scientific writing and describe their obstacles in improving scientific writing skills. This study is qualitative. Study with a descriptive design. Public elementary school teachers in Laweyan District, Surakarta were the subjects of this study. The study was conducted from February to July 2020. Data collection techniques include interviews and documentation while data validity techniques include source triangulation. Qualitative descriptive analysis was employed through four stages of data collection, data reduction, data presentation, and conclusion drawing. The results show that (1) the level of teacher's understanding of scientific writing is 40% (understand) and 60% (not understand); (2) the level of teacher's participation in scientific writing is 20% (often write scientific papers), 60% (rarely write scientific papers), and 20% (have never or never written scientific papers); and (3) factors that inhibit teacher's understanding and participation are internal (age, motivation, and lack of teacher insight and idea development) and external factors (lack of continuous training on scientific writing, school administrative tasks, and financial support). Therefore, this study can guide schools or education offices to improve the workings and programs of continuing professional development before taking into account the obstacles experienced by the teachers to provide appropriate facilities for them.

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    ICLIQE 2020: Proceedings of the 4th International Conference on Learning Innovation and Quality Education
    September 2020
    868 pages
    ISBN:9781450375726
    DOI:10.1145/3452144
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    Published: 25 April 2021

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    1. Teacher's understanding
    2. scientific writing
    3. teacher obstacle
    4. teacher's participation

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