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CHEMISTRY TEACHER INTERVIEW PROTOCOL Abbreviation KBK = Kurikulum Berbasis Kompetensi (Competence-Based Curriculum) KTSP = Kurikulum Tingkat Satuan Pendidikan (Education Unit Level Curriculum) which is basically school-based KBK. MGMP = Musyawarah Guru Mata Pelajaran (The Subject-Matter Teacher Association)

Curriculum and its implementation 1. During the curriculum reform (from KBK to KTSP), what changes have happened to you as teachers, to your students, and to school in general? (incentive, professional development, learning style, facilities, policy, students learning, school networking, etc) 2. Do you generally use the syllabi and lesson plan as directed by the teachers guide in the KTSP module or books or do you generally modify? If not modified: Why do not you modify the syllabi and lesson plan? How do you connect the gap between what is told in the teachers guide and books and your current school condition? If modified: How and why do you modify? 3. Do you generally complete all the activities and address all concepts in the syllabi you made? If no, why and approximately what percentage of the average planning do you generally complete? 4. Can you elaborate factors that hinder and support the implementation of KTSP in your science teaching? Why do hindering factors occur and how do you overcome them? Probe for specifics regarding (and always ask Why such items below can or cannot run as expected) Science content (topics covered or emphasized) Freedom to create teachers own topics Time constrain (per topic) Syllabi implementation Students assessment Type of support School facilities Instructional materials == further info go to Instructional materials 5. Do you feel that you have ample opportunity to participate in the initial use and advanced use workshops for the KTSP? Please explain.

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6. What school-based or any other professional development is available to help you learn to use the KTSP more effectively? 7. If you have questions or problems with the use of KTSP, who do you go to for help? School Policy 8. Are there any policies or practices in your school that you believe will help you to make better changes in your science teaching? 9. What is your school doing to improve science teaching and learning? To what extent do you attribute this success? Probe for specifics regarding.. Changes in science instructional materials Changes in science instructional time School- or district-level science initiatives or grants Increased emphasis on science Coordinated national test preparation efforts such as learning time extension and afterschool program. Participation in pull-out (i.e., workshops) science professional development that supports the instructional materials Planned school-based professional development activities (e.g., subject or grade level professional learning communities, organized examination of student work, collaborative lesson planning) Other reasons . . .

Instructional Materials and Lab Equipments 10. What instructional materials do you use in your chemistry class? If no materials used : Why are not materials used in your class? How science experiments are conducted? If materials used : Obtain the proper names of the materials.

Professional Development

11. Have you participated in professional development in order to improve schools performance on science? (e.g. regular seminars, conferences, trainings, and workshops) If no:

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Why have not you participated in professional development? How do you develop your professional skills? If yes: What pull-out professional development have you participated in? Please describe the nature of this professional development. (e.g. MGMP or other teachers association, governmentfunded, private association)

Support for Science

12. What role has the school administration played regarding the teaching and learning of science in your school? 13. Is science professional development valued by your school (principal)? If not, please describe why. If yes, please describe the practical support regarding science development given by the principal. 14. In your school, are other subject areas considered a higher priority than science? If yes: Why do you think your school put the subjects in the priority? Does this influence school support for science? 15. What support do you get from school administrative, parents, MORA, local government, local business, organization, higher education institution? How has the support benefited you and your students? Probes specifics to each stakeholder regarding the support 16. Does your school have an advocate for science education? The advocate could be someone who voluntarily strives to keep science education in the forefront among teachers or someone whose job is to support science education. If yes: Who is this person and what is his or her role in the school? What does the advocate do to support science education? Teachers beliefs 17. 18. 19. 20. 21. 22. 23. What is your purpose of teaching chemistry? How do you maximize student learning chemistry in your classroom? How do you describe your role as chemistry teacher? How do you know when your students understand? In the school setting, how do you decide what to teach and what not to teach? How do you decide when to move on to a new topic in your class? How do your students learn chemistry best?

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24. How do you know when learning is occurring in your classroom?