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

Authors

  • Murni Mathematics Education, Faculty of Teacher Training and Education, Universitas Abulyatama, Aceh Besar, Aceh, Indonesia
  • Manovri Yeni Civil Engineering, Faculty of Engineering, Universitas Muhammadiyah Aceh, Banda Aceh, Aceh, Indonesia
  • Musliadi Usman The Asian Development for Education and Research Studies, Aceh, Indonesia
  • Anzora Mathematics Education, Faculty of Teacher Training and Education, Universitas Abulyatama, Aceh Besar, Aceh, Indonesia
  • Risy Mawardati Mathematics Education, Faculty of Teacher Training and Education, Universitas Iskandar Muda, Aceh Besar, Aceh, Indonesia

DOI:

https://doi.org/10.37934/frle.39.1.117

Keywords:

Teacher understanding, the independent curriculum, scientific approach, mathematics

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.

Author Biographies

Murni, Mathematics Education, Faculty of Teacher Training and Education, Universitas Abulyatama, Aceh Besar, Aceh, Indonesia

murni_fkip@abulyatama.ac.id

Manovri Yeni, Civil Engineering, Faculty of Engineering, Universitas Muhammadiyah Aceh, Banda Aceh, Aceh, Indonesia

manovri.yeni@unmuha.ac.id

Musliadi Usman, The Asian Development for Education and Research Studies, Aceh, Indonesia

musliadi_usman@yahoo.com

Anzora, Mathematics Education, Faculty of Teacher Training and Education, Universitas Abulyatama, Aceh Besar, Aceh, Indonesia

anzora_matematika@abulyatama.ac.id

Risy Mawardati, Mathematics Education, Faculty of Teacher Training and Education, Universitas Iskandar Muda, Aceh Besar, Aceh, Indonesia

risymawardati@gmail.com

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Published

2025-06-19

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Section

Articles