Science Teachers’ Perception About Laboratory Activity on Mixture Separation Topics

Reni Meidayanti, Noor Fadiawati, Chansyanah Diawati


The design of this research is survey research. This study aimed to explore seventh-grade science teachers’ perception of laboratory activity on mixture separation topics and match them with available evidence from learning document. The sample comprised 10 seventh grade science teachers, purposively sampled from seventeen teachers. Questionnaires and interview guidelines were used to collect data. The results show that while teachers’ perceptions of mixture separation topics in science classrooms are inadequate. Caused, there was a mismatch between teachers’ perceptions, learning document, and what was taking place in the science classroom. The study may inform teachers’ performance in teaching mixture separation topics in science. It is recommended that teacher on learning should be used to practice worksheet and assessment of laboratory activity, as most of the teachers do not record marks regularly for laboratory activity. Furthermore, laboratory activity prepared by the teacher should be arranged in a lesson plan and practice schedules.


perception, laboratory activity, mixture separation


[1] Trilling B and Fadel C 2009 21st Century Skills: Learning for Life in Our Times (San Francisco: Jossey-Bass A Wiley Imprint

[2] Hofstein A and Lunetta VN 1982 The role of the laboratory in science teaching: neglected aspects of research, Review of Educational Research, 52, 201-217.

[3] Hofstein A and Lunetta V.N 2004 The laboratory in science education: foundation for the 21stcentury, Science Education, 88, 28-54.

[4] Tobin K.G, 1990 Research on science laboratory activities; in pursuit of better questions and answers to improve learning, School Science and Mathematics, 90, 403-418.

[5] Hodson D1993 Re-thinking old ways: towards a more critical approach to practical work in school science. Studies in Science Education, 22, 85-142.

[6] Lazarowitz R and Tamir P 1994 Research on using laboratory instruction in science, in D. L.Gabel. (Ed.) Handbook of research on science teaching and learning (pp. 94-130), New YorkMacmillan.

[7] Hofstein A2004 The laboratory in chemistry education: thirty years of experience with developments, implementation and evaluation, Chemistry Education Research and Practice, 5,247-264.

[8] Lunetta VN 1998 The school science laboratory: historical perspectives and centers for contemporary teaching, . In P. Fensham (Ed.). Developments and dilemmas in science education(pp 169-188), London, Falmer Press.

[9] Lunetta VN, Hofstein A, and Clough M 2007Learning and teaching in the school science laboratory: an analysis of research, theory, and practice, In N, Lederman. and S. Abel (Eds,),

Handbook of research on science education. (pp. 393-441), Mahwah, NJ: Lawrence Erlbaum [10] Hofstein A. and Rachel M-N 2007 The Laboratory in science education: the state of the art. Chemistry Education Research and Practice, 2007, 8(2), 105-107

[11] Deacon C and Hajek A 2010 International Journal of Science Education pp 1–35

[12] Tafa, B 2012 Laboratory activities and students practical performance: the case of practical organic chemistry. AJCE, 2(3).

[13] Toplis, R. and Allen, M 2012 ‘I do and I understand?’ Practical work and laboratory use in United Kingdom schools.Eurasia Journal of Mathematics, Science & Technology Education, 8(1), 3-9.

[14] Abrahams, I. and Millar, R 2008 Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30, 1945-1969

[15] Blosser P1980A critical review of the role of the laboratory in science teaching, Columbus OH:Center for Science and Mathematics Education.

[16] Bryce T.G.K. and Robertson I.J 1985 What can they do? A review of practical assessment in science. Studies in Science Education, 12, 1-24.

[17] Kibirige I, Joseph Osodo,and Albert NdabeniMgiba 2014Exploring Grade 7 Science Teachers’ Perceptions Regarding Practical Work in Limpopo, South Africa.Mediterranean Journal of Social Sciences.

[18] Harman G, Cokelez A, Dal B and Alper U 2016 Universal Journal of Educational Research 4(1) pp 12-25

[19] Dikmenli M. 2009 Biology student teachers’ ideas about purpose of laboratory work. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-14.

[20] Fraenkel, J. R and Wallen, N. E. 2012. How to design and evalute research in education. 8th Edition. New York: The Mc Graw-Hill.

[21] Arikunto, S. 2008. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Karya

[22] Heong, Y M at 2011 The Level of Marzano Higher Order Thinking Skills among Technical Education Students. International Journal of Social Science and Humanity, Vol. 1, No. 2

[23] Kasanda, C. D., Lubben, F., Campbell, B., Kapenda, H. M., Kandjeo-Marenga, H. U. & Gaoseb, N. 2003. Learner-Centred Teaching - The Rhetoric and Practice the Case of Namibia, pp.134. Paper presented at the 11th SAARMSTE conference in Waterford Kamhlaba.

[24] Maboyi. T. R. & Dekkers, P 2003 Science teachers purpose for doing practical work - Does professional Development make a Difference? University of the North, Turfloop, South Africa. pp. 722. Paper presented at the 11th SAARMSTE conference in aterford Kamhlaba UWC, 2003.

Full Text: PDF

DOI: 10.30595/dinamika.v11i2.5040

Copyright (c) 2019 Reni Meidayanti

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN: 2655-870X