Post-COVID-19 trends in elementary science education: Dominant methods, media, and assessment practices

Donny Khoirul Azis, Universitas Islam Negeri Saifuddin Zuhri Purwokerto, Indonesia
Siti Sarah, Universitas Islam Negeri Saifuddin Zuhri Purwokerto, Indonesia
Maghfira Febriana, Universitas Islam Negeri Saifuddin Zuhri Purwokerto, Indonesia
Rohmad Rohmad, Universitas Islam Negeri Saifuddin Zuhri Purwokerto, Indonesia
Syarief Fajaruddin, Universitas Sarjanawiyata Tamansiswa, Indonesia
Alfred Irambona, Burundi University, Burundi

 10.21831/jpe.v12i2.75735

Abstract


This study aimed to determine the trend of SD / MI science learning in the post-COVID-19 pandemic era. The research used a survey design. Data collection methods included observation, interviews, and documentation. All instruments were tested for content validity and construct validity. Data triangulation was done by comparing and checking data obtained from information from parties who played a role in the research. After that, data analysis was carried out. Data analysis techniques used qualitative descriptive and quantitative descriptive analysis techniques. The study concluded that the post-COVID-19 SD/MI science learning trends lead to the following indicators. They were; (1) the dominant learning method is lecture; (2) blackboards and markers are the dominant learning media, (3) student worksheets (LKS) are learning resources that are highly used by teachers, (4) assessment instruments used files/paper/written (5) oral tests are an assessment technique that is highly used by teachers, (6) cognitive assessment is the teachers' favorite in evaluations, (7) the realm of cognitive assessment in the majority is still oriented towards LOTS (low order thinking skills), namely understanding and remembering, and (8) aspects of discipline and responsibility are the main affective assessments that most teachers do.


Keywords


trends; science learning; post-covid-19

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DOI: https://doi.org/10.21831/jpe.v12i2.75735

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