The teacher’s capacity to take advantage of scientific approach in teaching reasoning to primary school students

It is crucial for teachers to be able to teach reasoning for general cases by taking advantage of scientific approach to elementary school students. The use of this approach by elementary school instructors in the Kendari as a whole to raise the level of pupils’ thinking abilities has not been optimal. As a result, Kendari elementary school children have lower reasoning skills when it comes to operations like calculating a trapezoid’s area. This study investigates the possibility of creating two trapezoids from a rectangle that have similar area. Students should experience with mathematics and make it enjoyable, practical, and fascinating. In this study, classroom instruction entails learning with a scientific perspective and a focus on optimizing scientific activities. Participants included grade IV students (ages 11–12) in 10 concurrent classes taught by 10 public primary school instructors and five trained students. By chance samples, some students were chosen for interviews. Research result were (1) Because some materials do not call for one part of the implementation of the scientific approach, it is impossible to fully execute learning with a scientific approach. (2) Some teachers and students are un-prepared to conduct a critical investigation using a scientific approach. (3) The average test score for three schools that fully implement the scientific approach is higher than the average test score for other schools that do not fully implement the scientific approach. (4) The fact that not all pupils are prepared for these activities is the major barrier to implementing the scientific approach.