Peran Budaya terhadap Keyakinan Guru Pada Pembelajaran Sains di Sekolah Dasar: Tinjauan Literatur
DOI:
https://doi.org/10.24114/jgk.v10.i4.76849Keywords:
Keyakinan Guru, Budaya, Pembelajaran Sains, Sekolah Dasar, Studi Literatur IntegratifAbstract
Keyakinan guru (teachers' beliefs) dalam mengajarkan sains di sekolah dasar jarang dikaji dari dimensi budaya, padahal budaya membentuk cara guru memaknai pembelajaran sains di Indonesia yang pluralistik. Penelitian ini bertujuan mengeksplorasi peran budaya dalam membentuk keyakinan guru IPA sekolah dasar, dengan Indonesia sebagai fokus utama serta Jepang dan Cina sebagai pembanding. Penelitian menggunakan metode studi literatur integratif (Torraco, 2005) dengan subjek 60 artikel ilmiah yang ditelusuri dari basis data jurnal bereputasi (SAGE, Routledge, Taylor & Francis, Elsevier, Springer, Science Direct) sebagai lokasi penelitian daring, dengan rentang waktu publikasi akhir dekade 1970-an hingga 2020-an. Alur penelitian mengikuti tahap a research agenda dari model integratif. Data dikumpulkan melalui penelusuran kata kunci dan dianalisis dengan membandingkan, mengidentifikasi pola-kesenjangan, serta mensintesis temuan antarartikel. Hasil menunjukkan dominasi pendekatan behaviorisme dan konstruktivisme, sementara hanya 3% (2 dari 60) artikel yang secara eksplisit mengaitkan keyakinan guru dengan budaya; studi lain melaporkan hanya 50% guru sekolah dasar di Inggris percaya diri mengajar sains. Disimpulkan bahwa budaya berperan signifikan namun masih minim dikaji secara eksplisit di Indonesia, sehingga direkomendasikan pengembangan pelatihan guru dan model pembelajaran sains yang peka budaya lokal, dimulai dari jenjang guru prajabatan.
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