Teachers' Perceptions of Research Culturalization in Elementary Schools
DOI:
https://doi.org/10.23887/jisd.v8i2.68212Keywords:
Research culture, Elementary school, TeachersAbstract
Research culture is fundamental in developing educational practices in schools that are based on proven knowledge and data. Culturalization at the elementary school level is the foundation for developing a research culture at the higher school level. Teachers' perceptions can provide benchmarks for research culturalization practices in schools as the ultimate base of a research-based mindset. This research aims to analyze research culturalization as perceived by teachers in elementary schools. The method used is descriptive qualitative with a questionnaire that measures teachers' perception towards fifteen aspects of research Culturalization. Data analysis from 379 teachers of local elementary schools shows that: (1) the percentage of teachers' perceptions regarding knowledge of research culture is 57% just starting; (2) the percentage of teacher perceptions related to understanding is 55% just starting; and (3) the percentage of teacher perceptions related to practice is 69% just starting. These results indicate that the culturalization of research based on teacher perceptions is at a will-do level regarding knowledge, understanding, and practice indicators. Teachers' perceptions are alike in knowledge and understanding and higher in practice. These findings conclude an awareness and enthusiasm of research culturalization significance that should be supported by all stakeholders involved, such as the government, teachers, leaders, and other educators involved in the schools. These findings also provide challenges for policies and practices that align with research culturalization indicators in elementary schools.
References
Andini, D. W. (2022). Differentiated Instruction: Solusi Pembelajaran Dalam Keberagaman Siswa Di Kelas Inklusif. Trihayu: Jurnal Pendidikan Ke-SD-An, 2(3). https://doi.org/10.30738/trihayu.v2i3.725. DOI: https://doi.org/10.30738/trihayu.v2i3.725
Anjum, N., Islam, M. A., Choudhury, M. I., & Saha, J. (2021). Do intrinsic rewards matter on motivation? Evidence from primary school teachers of Bangladesh. SEISENSE Journal of Management, 4(1), 47–58. https://doi.org/10.33215/sjom.v4i1.534. DOI: https://doi.org/10.33215/sjom.v4i1.534
Barrow, R., & Woods, R. (2021). An introduction to philosophy of education. Routledge. DOI: https://doi.org/10.4324/9781003120476
Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52(4), 607–619. https://doi.org/10.1007/s11858-020. DOI: https://doi.org/10.1007/s11858-020-01177-3
Blood, P., & Thorsborne, M. (2005). The challenge of culture change: Embedding restorative practice in schools. Sixth International Conference on Conferencing, Circles and Other Restorative Practices: “Building a Global Alliance for Restorative Practices and Family Empowerment,” 2–18. https://www.restorativeresources.org/uploads.
Boaz, A., Oliver, K., & Hopkins, A. N. (2022). Linking research, policy, and practice: Learning from other sectors. In Who Care about Using Education Research in Policy and Practice? (pp. 125–145). OECD Publishing. https://doi.org/10.1787/70c657bc-en. DOI: https://doi.org/10.1787/70c657bc-en
Borah, M. (2021). Motivation in learning. Journal of Critical Reviews, 8(2), 550–552. http://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/4392.
Brankovic, N., & Lukić, V. R. (2018). Determination of indicators of school culture in primary schools. https://www.researchgate.net/publication/299466642.
Brown, C., & Flood, J. (2018). Lost in translation? Can the use of theories of action be effective in helping teachers develop and scale up research-informed practices? Teaching and Teacher Education, 72, 144–154. https://doi.org/10.1016/j.tate.2018.03.007. DOI: https://doi.org/10.1016/j.tate.2018.03.007
Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. (2019). No Title. A Review of the Literature on Teacher Effectiveness and Student Outcomes, 7–17. https://doi.org/10.1007/978-3-030-16151-4_2. DOI: https://doi.org/10.1007/978-3-030-16151-4_2
Caraballo, L., Lozenski, B. D., Lyiscott, J. J., & Morrell, E. (2017). YPAR and Critical Epistemologies: Rethinking Education Research. Review of Research in Education, 41(1), 311–336. https://doi.org/10.3102/0091732X16686948. DOI: https://doi.org/10.3102/0091732X16686948
Chan, A. J., & Hooi, L. W. (2023). Rewards and recognition on employee motivation and employee performance: a study of a manufacturing company in Malaysia. International Journal of Management Practice, 16(3), 267. https://doi.org/10.1504/IJMP.2023.130352. DOI: https://doi.org/10.1504/IJMP.2023.130352
Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Bernadette, S., Louis, S., Benjamin, W., & Helen, B. (2017). Evidence-informed teaching: an evaluation of progress in England. Research Report.
Deal, T. E., & Peterson, K. D. (2016). Shaping School Culture. Josey-Bass. DOI: https://doi.org/10.1002/9781119210214
Dewantara, J. A., Suhendar, I. F., Rosyid, R., & Atmaja, T. S. (2019). Pancasila as Ideology and Characteristics Civic Education in Indonesia. International Journal for Educational and Vocational Studies, 1(5), 400–405. https://doi.org/10.29103/ijevs.v1i5.1617. DOI: https://doi.org/10.29103/ijevs.v1i5.1617
Diery, A., Vogel, F., Knogler, M., & Seidel, T. (2020). Evidence-Based Practice in Higher Education: Teacher Educators’ Attitudes, Challenges, and Uses. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00062. DOI: https://doi.org/10.3389/feduc.2020.00062
Ebbutt, D. (2002). The development of a research culture in secondary schools. Educational Action Research, 10(1), 123–142. https://doi.org/10.1080/09650790200200171. DOI: https://doi.org/10.1080/09650790200200171
Epçaçan, C. (2019). A review on the relationship between critical thinking skills and learning domains of Turkish Language. Educational Research and Reviews, 14(3), 67–77. https://doi.org/10.5897/err2018.3658. DOI: https://doi.org/10.5897/ERR2018.3658
Erawati, G. A. P. S. A., Widiana, I. W., & Japa, I. G. N. (2021). Elementary School Teachers’ Problems in Online Learning during the Pandemic. International Journal of Elementary Education, 5(4), 562. https://doi.org/10.23887/ijee.v5i4.39233. DOI: https://doi.org/10.23887/ijee.v5i4.39233
Erdoğan, V. (2019). Integrating 4C Skills of 21st Century into 4 Language Skills in EFL Classes. International Journal of Education and Research, 7(11), 113–124. https://www.ijern.com/journal/2019.
Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the boundaries of research and practice: A framework for understanding research–practice partnerships. Educational Researcher, 51(3), 197–208. https://doi.org/10.3102/0013189X211069073. DOI: https://doi.org/10.3102/0013189X211069073
Farrell, C. C., Penuel, W. R., Coburn, C. E., Daniel, J., & Steup, L. (2021). Practice Partnerships in Education: The State of the Field. William T. Grant Foundation.
Farrell, C. C., Penuel, W. R., & Davidson, K. (2022). What Counts” as Research? Comparing Policy Guidelines to the Evidence Education Leaders Report as Useful. AERA Open, 8, 23328584211073156. https://doi.org/10.1177/23328584211073157. DOI: https://doi.org/10.1177/23328584211073157
French II, R. P. (2016). The fuzziness of mindsets: Divergent conceptualizations and characterizations of mindset theory and praxis. International Journal of Organizational Analysis, 24(4), 673–691. https://doi.org/10.1108/IJOA-09-2014-0797. DOI: https://doi.org/10.1108/IJOA-09-2014-0797
Fu, C., Zhao, Z., Wang, H., Ouyang, M., Mao, X., Cai, X., & Tan, X. (2022). How perceived school culture relates to work engagement among primary and secondary school teachers? Roles of affective empathy and job tenure. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.878894. DOI: https://doi.org/10.3389/fpsyg.2022.878894
Gleeson, J., Cutler, B., Rickinson, M., Walsh, L., Ehrich, J., Cirkony, C., & Salisbury, M. (2023). School educators’ engagement with research: an Australian Rasch validation study. Educational Assessment, Evaluation and Accountability, 35(2), 281–307. https://doi.org/10.1007/s11092-023-09404-7. DOI: https://doi.org/10.1007/s11092-023-09404-7
Godfrey, D., & Brown, C. (2018). How effective is the research and development ecosystem for England’s schools? London Review of Education, 16(1), 136–151. https://doi.org/10.18546/LRE.16.1.12. DOI: https://doi.org/10.18546/LRE.16.1.12
Ho, G. W. K. (2017). Examining Perceptions and Attitudes. Western Journal of Nursing Research, 39(5), 674–689. https://doi.org/10.1177/0193945916661302. DOI: https://doi.org/10.1177/0193945916661302
Ibidunni, S., & Agboola, M. (2013). Organizational Culture: Creating, Changing, Measuring and Consolidating for Performance. European Journal of Business and Management, 5(32). https://www.academia.edu/download/53645385/9579-11702-1-PB.pdf.
Ismail, M., Khatibi, A. A., & Ferdous Azam, S. M. (2022). Impact of School Culture on School Effectiveness in Government Schools in Maldives. Participatory Educational Research, 9(2), 261–279. https://doi.org/10.17275/per.22.39.9.2. DOI: https://doi.org/10.17275/per.22.39.9.2
Joshi, A., Kale, S., Chandel, S., & Pal, D. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science & Technology, 7(4), 396–403. https://doi.org/10.9734/bjast/2015/14975. DOI: https://doi.org/10.9734/BJAST/2015/14975
Kiarie, S. M. (2016). Effects of Teachers’ Perceptions On Students’ Perceptions and Achievement in Environmental Education in Secondary School Biology in Gilgil Sub- County Nakuru County, Kenya. International Journal of Environmental and Science Education, 11(12), 5736–5761. https://eric.ed.gov/?id=EJ1115678.
Kim, J. H. (2022). Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia. International Journal of Educational Development, 94, 102659. https://doi.org/10.1016/j.ijedudev.2022.102659. DOI: https://doi.org/10.1016/j.ijedudev.2022.102659
Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School Readiness From Kindergarten to Primary School. Int. J. Emerg. Technol. Learn, 14(11), 4–18. https://doi.org/10.3991/ijet.v14i11.10090. DOI: https://doi.org/10.3991/ijet.v14i11.10090
Komar, O. (2006). Filsafat Pendidikan Nonformal. Pustaka Setia.
Lange, F. P., Heilbron, M., & Kok, P. (2018). How Do Expectations Shape Perception? Trends in Cognitive Sciences, 22(9), 764–779. https://doi.org/10.1016/j.tics.2018.06.002. DOI: https://doi.org/10.1016/j.tics.2018.06.002
Lawson, M. A., & Lawson, H. A. (2013). New Conceptual Frameworks for Student Engagement Research, Policy, and Practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891. DOI: https://doi.org/10.3102/0034654313480891
Malin, J. R., Brown, C., Ion, G., Ackeren, I., Bremm, N., Luzmore, R., Flood, J., & Rind, G. M. (2020). World-wide barriers and enablers to achieving evidence-informed practice in education: what can be learnt from Spain, England, the United States, and Germany? Humanities and Social Sciences Communications, 7(1), 99. https://doi.org/10.1057/s41599-020-00587-8. DOI: https://doi.org/10.1057/s41599-020-00587-8
Martin, S. B., Burbach, J. H., Benitez, L. L., & Ramiz, I. (2019). Participatory action research and co-researching as a tool for situating youth knowledge at the centre of research. London Review of Education, 17(3), 297–313. https://doi.org/10.18546/LRE.17.3.05. DOI: https://doi.org/10.18546/LRE.17.3.05
Mui So, W. W., & Hoi Lee, T. T. (2011). Influence of teachers’ perceptions of teaching and learning on the implementation of Assessment for Learning in inquiry study. Assessment in Education: Principles, Policy & Practice, 18(4), 417–432. https://doi.org/10.1080/0969594X.2011.577409. DOI: https://doi.org/10.1080/0969594X.2011.577409
Nadelson, L. S., Albritton, S., Couture, V. G., Green, C., Loyless, S. D., & Shaw, E. O. (2020). Principals’ Perceptions of Education Equity: A Mindset for Practice. Journal of Education and Learning, 9(1), 1–15. https://eric.ed.gov/?id=EJ1234502. DOI: https://doi.org/10.5539/jel.v9n1p1
Nelson, J., & Campbell, C. (2017). Evidence-informed practice in education: meanings and applications. Educational Research, 59(2), 127–135. https://doi.org/10.1080/00131881.2017.1314115. DOI: https://doi.org/10.1080/00131881.2017.1314115
Nelson, J., & Campbell, C. (2019). Using evidence in education. In What Works Now? (pp. 131–150). https://doi.org/10.51952/9781447345527.ch007. DOI: https://doi.org/10.56687/9781447345527-012
Nugroho, P. B., Nusantara, T., As’ari, A. R., Sisworo, Hidayanto, E., & Susiswo. (2018). Critical thinking disposition: Students skeptic in dealing with ill-logical mathematics problem. International Journal of Instruction, 11(3), 635–648. https://doi.org/10.12973/iji.2018.11343a. DOI: https://doi.org/10.12973/iji.2018.11343a
Oliver, K., Hopkins, A., Boaz, A., Guillot-Wright, S., & Cairney, P. (2022). What works to promote research-policy engagement? Evidence & Policy, 18(4), 691–713. https://doi.org/10.1332/174426421X164. DOI: https://doi.org/10.1332/174426421X16420918447616
Pas, E. T., & Bradshaw, C. P. (2014). What Affects Teacher Ratings of Student Behaviors? The Potential Influence of Teachers’ Perceptions of the School Environment and Experiences. Prevention Science, 15(6), 940–950. https://doi.org/10.1007/s11121-013-0432-4. DOI: https://doi.org/10.1007/s11121-013-0432-4
Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., Farrell, C., & Allen, A.-R. (2017). How School and District Leaders Access, Perceive, and Use Research. AERA Open, 3(2), 233285841770537. https://doi.org/10.1177/2332858417705370. DOI: https://doi.org/10.1177/2332858417705370
Pitaloka, H., & Arsanti, M. (2022). Pembelajaran Diferensiasi dalam Kurikulum Merdeka. Prosiding Seminar Nasional Sultang Agung Ke-4, 34–37. https://jurnal.unissula.ac.id/index.php/sendiksa.
Purwanto, P. (2020). Pembangunan Karakter Siswa Melalui Habituasi Sekolah Muhammadiyah (Studi Kasus Smp Muhammadiyah Al Mujahidin Wonosari). G-Couns: Jurnal Bimbingan Dan Konseling, 4(2). https://doi.org/10.31316/g.couns.v4i2.804. DOI: https://doi.org/10.31316/g.couns.v4i2.804
Revai, N. (2022). Improving research-policy-practice engagement: Lessons learnt and ways forward. In Who Cares about Using Education Research in Policy and Practice?: Strengthening Research Engagement (pp. 235–244). OECD Publishing. https://doi.org/10.1787/d7ff793d-en. DOI: https://doi.org/10.1787/77e56f3d-en
Sayyadi, M., & Provitera, M. (2022). A New Era of Culture Shaping Has Emerged: Here’s How It May Affect Organizations. Muma Business Review, 6, 129–135. https://doi.org/10.28945/5065 DOI: https://doi.org/10.28945/5065
Seixas, B. V., Smith, N., & Mitton, C. (2018). The qualitative descriptive approach in international comparative studies: Using online qualitative surveys. International Journal of Health Policy and Management, 7(9), 778–781. https://doi.org/10.15171/ijhpm.2017.142. DOI: https://doi.org/10.15171/ijhpm.2017.142
Serrat, O. (2017). Knowledge as Culture. In Knowledge Solutions (pp. 523–557). Springer Singapore. https://doi.org/10.1007/978-981-10-0983-9_58. DOI: https://doi.org/10.1007/978-981-10-0983-9_58
Sherab, K., & Schuelka, M. (2019). The value of research culture. The Druk Journal, 5(1), 72–83. http://pure-oai.bham.ac.uk/ws/files/91374057.
Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. In GlobalPAD Core Concepts. GlobalPAD Open House. http://www2.warwick.ac.uk/fac/soc/al/globalpad.
Sukitman, T., & Ridwan, M. (2021). Strengthening a student’s character in the era of society 5.0 in primary school. In Educational Innovation in Society 5.0 Era: Challenges and Opportunities (pp. 178–181). Routledge. https://www.taylorfrancis.com/chapters/edit/10.1201/9781003206019. DOI: https://doi.org/10.1201/9781003206019-33
Wen, J. M., Do, H. D., Liu, E. Z. F., Lin, C. H., & Huang. (2020). SK Educational board game and flashcard: Which is better for learners at beginner level of Chinese language? International Journal of Serious Games, 7(4), 89–104,. https://doi.org/10.17083/ijsg.v7i4.347. DOI: https://doi.org/10.17083/ijsg.v7i4.347
Whitesmith, M. (2022). Justified true belief theory for intelligence analysis. Intelligence and National Security, 37(6), 835–849. https://doi.org/10.1080/02684527.2022.2076332. DOI: https://doi.org/10.1080/02684527.2022.2076332
Wonglorsaichon, B., Wongwanich, S., & Wiratchai, N. (2014). The Influence of Students School Engagement on Learning Achievement: A Structural Equation Modeling Analysis. Procedia - Social and Behavioral Sciences, 116, 1748–1755. https://doi.org/10.1016/j.sbspro.2014.01.467. DOI: https://doi.org/10.1016/j.sbspro.2014.01.467
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Novi Sylvia, Deni Hadiana, Yuyun Libriyanti, AM Saifullah Aldeia, Evi Sopandi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal Ilmiah Sekolah Dasar agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
