Transcript Document
SCIENCE EDUCATION BARRIERS
IN MIDDLE SCHOOLS IN INDONESIA
Frida U. Ermawati1,2
1. Physics Dept. Surabaya State University. Phone +62-31-8289070 Fax: +62-31-8296427 Email: [email protected]
2. Center For School of Science and Mathematics, Postgraduate Program, Surabaya State University. Phone & Fax: +62-31-8291834
Surabaya, INDONESIA 60231
WHAT IS THE FACTS?
HOW TO IMPLEMENT CONTEXTUAL LEARNING IN
A SCIENCE CLASS?
Students don’t feel science subject is meaningful (useful)
Too much materials to cover
No integration b/w materials given in the lowest grade to the highest
grade
No match between curriculum and national test
More emphasis on student outcome, rather than on the methods
Teacher centered, not student centered
Students are interested in grades, not developing their skills
Raise questions, proposed explanation and use
observations
Class size too big, 40-50 per class
Plan and carry out learning activities
The ADB Bank research results (2001):
- Learners are categorized into four:
Fast learners/Conceptual learners
Contextual learners
Slow learners
Disable
- In Indonesia, 60% of the learners are contextual learners, is that a
group of students that need extra clarification in order to understand a
concept(s) taught by teacher.
Communicate using a variety of methods (journals, drawing,
report, graphic, etc)
View themselves as learners in the process of learning
Accept an ‘Invitation to learn’ and willingly engaged in an
exploration process
WHAT IS THE ACTIONS TAKEN?
Guided by learning materials (student book, student worksheets, evaluation and
lesson plan) developed based on contextual approach, students:
Critique to their learning practices
WHAT IS THE TEACHER’S ROLE IN AN INQUIRY/
CONTEXTUAL CLASSROOM?
Facilitators of learning, i.e.
Reflects on the purpose and makes plans for inquiry process
Contextual learning approach is adapted and introduced in science class in
junior secondary schools in Indonesia.
Understand the necessary skills, knowledge, and habits of mind needed for
inquiry learning
WHAT IS CONTEXTUAL LEARNING (CL)?
Understands & plans ways to encourage and enable the learners to take
increasing responsibility for their learning
In close relationship with actual experience, experiential learning, real-world
education, and active learning.
Insures that classroom learning is focused on relevant and applicable
outcomes
Curriculum methodology ties to the child’s experience and interest.
Prepares physically and mentally for unexpected questions or suggestions
from the learners
Requires performance assessment
A partner with traditional testing:
CL also requires:
Linkage to workplace,
community organization
and other context
Staff development for
teachers and employers
School organization
Communication among all
relevant players
Need time to plan,
collaborate, to learn and to
reflect on what is
accomplished
Prepares the classroom environment with the necessary learning tools,
materials, and resources for active involvement of the learners
Performance
Assessment
Features:
Cooperative
Learning
Creative
Design
Flexible,
Adaptable
Skills
Application
Creative
Products
Authentic
Application
Applies to All
Learning
Styles
Work Habits
*Personal
Growth
Traditional
Assessment
Features:
Problem
Solving
SelfAssessment
Content
Process
Knowledge
Seven Principles of Contextual (Teaching and) Learning:
1. Inquiry: A process that moves from observations to understanding a concept or
phenomenon
2. Questioning: used by teachers to prompt, guide & assess student’s thinking
used by students throughout an inquiry-based activity
3. Constructivism: Construct their own create of meaning from new experiences
based on prior knowledge, hence deep understanding
4. Learning Community: speak & share ideas, collaborate with others to create
learning
5. Authentic Assessment:
A variety of strategies used to evaluate learner’s knowledge and skills
Requires application of knowledge or skills
Product or performance assessment
Relevant, conceptualized tasks
Process and products can both be measured.
6.
7.
Reflection:
Ways of thinking about what we have learned
Reviewing and responding to events, activities and experiences
Recording what we have learned, how we feel, new ideas
Can take many forms: journals, discussion, and artwork.
Values and encourages responses and, when these responses convey
misconceptions, effectively explores the cause and appropriate guides the
learners
Constantly alert to learning obstacles and guides learners when necessary.
SOME ACHIEVEMENTS
Since about 3 years ago, Directorate of Elementary and Middle Schools,
Directorate General of Elementary and Middle Education, Department of
National Education in collaboration with the Center for School of Science and
Mathematics, Postgraduate Program, Surabaya State University have developed
contextual teaching and learning materials (lesson plan, student book, student
worksheets and evaluation) for Physics, Biology and Math subjects in Junior
Secondary School.
As a pilot project, the materials above have been tried out to some schools in
Surabaya, and in the provinces of East Kalimantan, South Kalimantan, Central
Sulawesi, Southeast Sulawesi, North Sulawesi and Gorontalo. The results have
now being evaluated.
During September – November 2001, the Department of National Education in
collaboration with the University of Washington (UW), College of Education, WA
USA, LAPI-ITB Bandung, and Surabaya State University had trained 21 junior
secondary science schools teachers from the 6 provinces above (Batch-1
group).
The teachers above had completed an in-country and overseas fellowship
program on contextual teaching and learning (CTL) and materials development,
held in Surabaya State University and the UW, WA USA.
Objectives of the program:
The teachers understand the philosophical and theoretical foundation of CTL
To know the rationale and emerging impetus for a ‘CTL National Trust’ in the
USA education and the rationale for CTL in Indonesian setting
To plan, develop, implement and evaluate some teaching and learning
materials for junior secondary schools Physics, Biology and Math subjects
To have knowledge of classroom action research (CAR).
The teachers are now back to their home schools to implement their
achievements into their classes, monitored by Surabaya State University.
Modeling:
A process of providing an example of how you want others to be, to think, to
act, and to learn
Thinking aloud about your own learning process
Demonstrating how you want students to learn
Doing what you want students to do.
The 2nd Batch group of junior secondary science teachers from the same
provinces above are now on the progress to sit at the same program (February
to April 2002) carried out in Surabaya State University and the UW, WA USA.
ACKNOWLEDGEMENTS:
1. To all the conference committee members for the efforts to materialize the conference, & for the invitation.
2. To UNESCO for the sponsorship.