Pre-Service Physics Teachers’ Research Activities by Research-Based Learning

Fitri April YANTI 1MC900432627[1], Heru KUSWANTO2 , Mundilarto3, Habibi4, Friska Octavia ROSA2

1Physics Education, Yogyakarta State University, Indonesia.
2Physics Education, Yogyakarta State University, Indonesia, ORCID ID: http://orcid.org/0000-0002-2693-8078.
3Physics Education, Yogyakarta State University, Indonesia, ORCID ID: http://orcid.org/0000-0003-2891-4317.
4Physics Education, IKIP Mataram, Indonesia.
5Physics Education, University of Muhammadiyah Metro, Indonesia.

Received: 03.11.2017                       Revised: 17.11.2018                         Accepted: 15.01.2019

The original language of article is English (v.16, n.1, March 2019, pp.77-84, doi: 10.12973/tused.10267a)

Reference: Yantı, F.A., Kuswanto, H., Mundilarto., Habibi., & Rosa, F.O. (2019). Pre-service physics teachers’ research activities by research-based learning. Journal of Turkish Science Education, 16(1), 77-84.
 



ABSTRACT

The activities of prospective teachers in the learning process are very important to show the quality of the learning process, particulary research activities. This paper is intended to analyse the research activities of pre-service teachers and their responses in the learning process using research-based learning models. Descriptive qualitative designs were tested by applying qualitative approaches and case studies. Furthermore, data was collected from observations, field notes, interviews, and questionnaires given to 20 pre-service teachers at private universities in Lampung, Indonesia. Data taken from observations and questionnaires were analysed descriptively and then categorised into various categories ranging from very bad to very good. Data collected from interviews were analysed through interactive models, data reduction, data exposures and additions. The findings indicate that pre-service teacher research activities include: identifying problems, formulating hypotheses, preparing research plans, analysing data, drawing conclusions, increasing for three meetings and developing significantly in general. In addition, the research activities of pre-service teachers are considered good. This research is important for the scientific education community, especially in developing future teacher research skills.

Keywords: pre-service teachers, research-based learning, research activities.

   Corresponding author e-mail: fitri.april2016@student.uny.ac.id                                         © ISSN:1304-6020