From Curriculum Integration to Classroom Practice: Assessing Primary School Teachers’ Competence and Challenges in Contextual IPAS Learning
DOI:
https://doi.org/10.33394/jk.v12i3.22011Keywords:
Contextual IPAS Learning, Teacher Competence, Curriculum Implementation, Primary Science Education, Teacher ChallengesAbstract
This study aims to assess primary school teachers’ competencies in managing contextual IPAS (Integrated Science and Social Studies) learning and to identify the major challenges affecting its implementation in Tomohon City, Indonesia. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire with qualitative data from classroom observations and semi-structured interviews. The participants comprised 40 primary school teachers from ten public schools selected through purposive sampling. The questionnaire consisted of 15 Likert-scale items covering three competency dimensions: science laboratory management, environment-based learning media management, and science content contextualization. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that only 45% of the teachers demonstrated good to excellent competence in managing contextual science learning, whereas 55% demonstrated moderate to low competence. The overall mean competency score was 58%, indicating a moderate level of competence. Among the three dimensions, science laboratory management received the lowest score (52.4%), followed by environment-based learning media management (58.7%) and science content contextualization (63.1%). Teachers reported persistent challenges in organizing practical science activities, developing contextual learning media, and integrating local environmental resources into inquiry-based instruction. This diagnostic profile addresses a gap in the literature by providing a detailed account of teachers’ competencies in managing contextual science learning across three integrated dimensions. The findings provide an evidence-based foundation for curriculum developers and policymakers in Indonesia and other developing countries to design targeted professional development programs and support strategies. Such initiatives may strengthen contextual science education reform and support the effective implementation of the Merdeka Curriculum in primary schools.
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