Barriers To Effective Science Teaching: Improving Student Achievement In The Cambridge Primary Science Checkpoint

Abstract

This research aims to identify challenges in preparing for the Cambridge Primary Checkpoint exam, particularly in science education, as well as to find solutions to improve the effectiveness of student learning and exam results. The main problem found was the mismatch between the existing practice questions and the actual exam questions, where the practice questions tended to be easier and did not reflect the difficulty of more complex exam questions. In addition, the format of the questions in the exercise book is not in line with the exam format which requires more understanding of concepts and practical application. The study also revealed that the use of the same exercise books for regular classes and additional classes limits the diversity of exercise materials that students can use to prepare for exams. Based on these findings, this study recommends the development of additional exercise books specifically designed to complement existing exercise books. This additional workbook is expected to offer more challenging and diverse questions, according to the format of the actual exam questions. Thus, students will be better prepared for exams and can more easily develop critical thinking skills and the application of scientific concepts. The results of this study provide important insights for educators and educational institutions to improve the quality of exam preparation through practice materials that are more suited to the needs and challenges of the exam, as well as create a more effective and comprehensive learning experience.