HERU SETIAWAN 4401419005

ABSTRACT.

The motive of this have a look at changed into to look at if teachers who participated in
Continue Professional Development (CPD) program were capable to develop understanding on
inquiry-based science education (IBSE). The CPD program designed to IBSE in both formal and
casual, getting to Learning Outside the Classroom (LOtC) contexts, to talk about the topic as a
device to improve pedagogic practices in technological science knowledge, how coaching and to
explore what the approach in coaching biodiversity and weather climate change. A qualitative
layout using PRE and submit-program questionnaires became used to find out teacher's
perceptivity and implementation. Evolution of teachers’ practices have been additionally
evaluated during the extraordinary steps of CPD program and served as a reminder of what is
certainly a proper scientific inquiry. The effects of two-year impartial courses suggest that the
CPD program appeared useful in resolving coaching misconceptions about IBSE. Teachers have
been able to experience, check and reflection on their personal practice. Finally, they
developed new tactics to apply research inquiry while teaching biodiversity and weather
climate change within the context in their personal classroom.