Abstract

This study examines science teachers’ perceptions of newly developed science workbooks and evaluates
their effectiveness in fostering scientific attitude among learners. Using a structured opinionnaire, the
research gathered comprehensive feedback from teachers across multiple grade levels regarding the
clarity, relevance, and pedagogical value of the workbooks. Analysis of opinionnaire responses
revealed strong teacher agreement regarding the workbook’s clarity, activity-based structure, and
alignment with curriculum goals. Teachers reported noticeable improvements in students’ curiosity,
observation skills, and evidence-based reasoning. Moreover, teachers noted that the workbook’s
emphasis on hands-on engagement and problem-solving encouraged active participation and deeper
conceptual grasp among learners. The workbooks’ structured tasks, reflective questions, and real-life
applications were identified as key contributors to enhanced scientific thinking. Findings demonstrate
that positive teacher perception significantly influences workbook adoption and learning outcomes,
reinforcing the importance of well-designed, inquiry-centered instructional materials in promoting
scientific attitude. The study confirms that well-designed, inquiry-centered workbooks can significantly
promote scientific attitude and support the development of essential 21st-century skills. These results
highlight the need for continued innovation in educational resource design to strengthen science
pedagogy and improve learning outcomes.

Keyword: Science workbooks, teaching-learning process, opinionnaire, national education policy, overall assessment

Full Text PDF

Refrences:

1. Arvisais, O., Bruyère, M. H., Chamsine, C., & Mahhou, M. A. (2021). The educational intentions
of the Islamic State through its textbooks. International Journal of Educational Development, 87,
102506.
2. Aldahmash, A. H., Mansour, N. S., Alshamrani, S. M., & Almohi, S. (2016). An analysis of
activities in Saudi Arabian middle school science textbooks and workbooks for the inclusion of
essential features of inquiry. Research in science education, 46(6), 879-900.
3. Chakraborty, D., & Kidman, G. (2022). Inquiry processskillsin primary science textbooks: Authors
and publishers’ intentions. Research in Science Education, 52(5), 1419-1433.
4. Gizaw, G., & Sota, S. (2023). Improving science process skills of students: A review of literature.
Science Education International, 34(3), 216-224.
5. Handayani, A. K. D., Anita, A., & Nurussaniah, N. (2025). An Analysis of Students’ Scientific
Attitudes in Physics Learning. JoPhRA: Journal of Physics Research and It’s Application, 1(1), 14-
22.
6. Neal, N. A. (1953). A. Textbooks, Workbooks, and Laboratory Manuals in Science. The bulletin of
the National Association of Secondary School Principals, 37(191), 129-137.
7. Kumari, P., Arora, S. K., & Tiwari, S. (2015). Impact of Inquiry-based teaching model on Academic
Achievements in Social Science subject of 9 th class student of secondary Schools located in urban
area. International Journal of Recent Research Aspects, 2(4).
8. Ramnarain, U., & Hlatswayo, M. (2018). Teacher beliefs and attitudes about inquiry-based learning
in a rural school district in South Africa. South African Journal of Education, 38(1).
9. Suhendi, H. Y., Mulhayatiah, D., Yuningsih, E. K., Malik, A., Fauziah, R., & Ardiansyah, R. (2018,
October). Development of student worksheet based on a scientific approach for rotational dynamics
concept. In International Conference on Islamic Education (ICIE 2018) (pp. 102-106). Atlantis
Press.Tripathi, V., & Tiwari, S. A Study on Effects of Thinking Skill on Performance of School
Students in Mathematics at Secondary Level.
10. Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: a systematic literature
review. International Journal of Science Education, 41(11), 1496-1516.
11. Yurtyapan, E., Kandemir, N. (2021). The effectiveness of teaching with worksheets enriched
with concept cartoons in science teaching laboratory applications. Participatory Educational
Research, 8(3), 62-87.
12. Suryawati, E., Osman, K. (2017). Contextual learning: Innovative approach towards the
development of students’ scientific attitude and natural science performance. Eurasia Journal of
mathematics, science and technology education, 14(1), 61-76.