Perceptions of pre service elementary teachers (PETs) following the professional education program (PEP) on science learning that accelerates disruptive era
Riyadi, Yulianti, Idam Ragil Widianto Atmojo, Sri Marmoah and Dewanto Harjunowibowo

Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Jl. Ir Sutami No. 36A, Surakarmta 57126, Indonesia

Abstract

Education is a complex services community in which quality to define. Disruption in the education space requires better services that are built around improved educational program quality. Professional PETs are expected to have the ability to educate in the disruptive era (DE). This study aims to determine the perception of participants of professional education programs about appropriate science learning in the DE. The qualitative descriptive method is used to obtain data. The data for this research was collected through questionnaires and open-ended questions related to science learning that accelerate DE given to 42 PETs at Elementary School Teacher Education Program, Universitas Sebelas Maret. Based on the analysis of the questionnaires, and open-ended questions which related to the science learning that accelerate DE, it can be concluded that PETs perceptions are limited and inadequate about the perception of science learning in DE. Based on the findings, it can be recommended that it is necessary to develop an appropriate science learning support framework in the DE. Implications for teacher education are discussed.

Keywords: PETs, PEP, Science Learning, Disruptive Era

Topic: 2. Science Education