Enhancing Teachers' Mathematical Pedagogy: Implementing the Learning Curriculum with a Scientific Approach at Junior High Schools

Abstract

Scientific learning activities will proceed effectively when teachers understand what a scientific approach entails. Therefore, the research focuses on how mathematics teachers comprehend and implement scientific approaches. This study employs qualitative research methods, with the subjects being mathematics teachers from ten schools across Aceh Besar Regency. Data analysis is conducted using a qualitative descriptive approach. The results indicate that Junior High School Mathematics Teachers in Aceh Besar Regency are capable of developing learning tools that align with the scientific approach prescribed by the independent learning curriculum. Teachers have implemented mathematics instruction using a scientific approach, based on discussions among themselves, in the learning process. The competence of mathematics teachers in Aceh Besar Regency in employing a scientific approach to teaching is rated as good. This understanding and positive response are influenced by several factors, including educational level, scientific background, length of service and teaching load, participation in training, mastery of methods and media, reading intensity, and teacher work ethic.