Learning Science in Indonesian School (1)


Natural Sciences, in association with a way to find out about the systematic nature, so that science is not only a mastery of knowledge in the form of a collection of facts, concepts, or principles, but also represents a process of discovery. Science education is expected to become the vehicle for students to learn about yourself and the natural surroundings, as well as prospects for further development in applying it in everyday life.

The learning process emphasizes providing direct experience to develop competencies in order to explore and understand the nature of science. Science education and inquiry directed to do so can help learners to gain a deeper understanding about the nature around.

In general the Natural Sciences at the junior secondary school, covering the subjects of physics, earth, space, biology, and chemistry is actually very important in helping children to understand natural phenomena. Natural Sciences is the scientific knowledge, ie knowledge that has undergone the test of truth through scientific methods, with the characteristics: objective, methodical, systematic, universal, and tentative. Natural Science is a science that is the subject of nature and all its contents.

Carin and Sund (1993) defines science as “a systematic and structured knowledge on a regular basis, apply a general (universal), and a collection of data from observation and experimentation.”

Referring to the notion that science, it can be concluded that the nature of science includes four main elements:
(1) attitudes: curiosity about objects, natural phenomena, living things, and the causal relationship that raises new issues that can be solved through the proper procedures; science is open ended;
(2) process: procedures for solving problems through scientific methods, scientific method includes the preparation of the hypothesis, designing experiments or experiments, evaluation, measurement, and drawing conclusions;
(3) products: the form of facts, principles, theories, and laws;
(4) application: the application of scientific methods and concepts of science in everyday life.
The fourth element is an integral feature of actual science can not be separated from each other.

In the four elements of science learning process that is expected to appear, so that learners can experience learning process as a whole, to understand natural phenomena through problem-solving activities, scientific method, and to emulate the way scientists work in discovering new facts. The trend in today’s science learning is the learners only learn science as a product, to memorize concepts, theories and laws. This situation is compounded by learning that beriorientasi on tests / exams. As a result of science as a process, attitude, and applications are left out in lessons.

Learning experiences acquired in the classroom is not intact and is not oriented to the achievement of standards of competence and basic competence. Learning is more teacher-centered, science teachers convey only as a product and learners memorizing factual information. Students only learn the science of the lowest in the cognitive domain. Learners are not accustomed to developing the potential of thinking. Facts on the ground indicate that many students who tend to be lazy to think independently. Developed ways of thinking and learning activities has not been touched in affective and psychomotor domain. The reasons are often mentioned by teachers was lack of time, facilities, learning environment, and the number of students per class is too much.

21st century is marked by rapid development of science and technology in various fields of life in society, especially information and communications technology. Therefore, the necessary way of learning that can prepare students for science literacy and technology, able to think logically, critically, creatively, and can argue correctly. In fact, it’s not a lot of students who liked science subjects, as it is considered difficult, the limited ability of students, or because they were not interested in becoming scientists or technology experts. However, they still hope that science learning at school can be presented in an interesting, efficient, and effective.

Competency Standards and Basic Competency learners will be achieved as outlined in the four aspects, namely, living things and life processes, materials and nature, energy and amendments thereto, and the earth and the universe.

Indicators of achievement of competencies developed by the school, adapted to local environments, and media and learning environment in schools. All this is intended to allow teachers to be more active, creative, and make innovations in learning without leaving the content of the curriculum.

Through an integrated science learning, learners are expected to build knowledge through scientific methods, working together in groups, learn to interact and communicate, as well as being scientific.
Natural Sciences, in association with a way to find out about the systematic nature, so that science is not only a mastery of knowledge in the form of a collection of facts, concepts, or principles, but also represents a process of discovery. Science education is expected to become the vehicle for students to learn about yourself and the natural surroundings, as well as prospects for further development in applying it in everyday life. The learning process emphasizes providing direct experience to develop competencies in order to explore and understand the nature of science. Science education and inquiry directed to do so can help learners to gain a deeper understanding about the nature around.

In general the Natural Sciences at the junior secondary school, covering the subjects of physics, earth, space, biology, and chemistry is actually very important in helping children to understand natural phenomena. Natural Sciences is the scientific knowledge, ie knowledge that has undergone the test of truth through scientific methods, with the characteristics: objective, methodical, systematic, universal, and tentative. Natural Science is a science that is the subject of nature and all its contents.

Carin and Sund (1993) defines science as “a systematic and structured knowledge on a regular basis, apply a general (universal), and a collection of data from observation and experimentation.”

Referring to the notion that science, it can be concluded that the nature of science includes four main elements:
(1) attitudes: curiosity about objects, natural phenomena, living things, and the causal relationship that raises new issues that can be solved through the proper procedures; science is open ended;
(2) process: procedures for solving problems through scientific methods, scientific method includes the preparation of the hypothesis, designing experiments or experiments, evaluation, measurement, and drawing conclusions;
(3) products: the form of facts, principles, theories, and laws;
(4) application: the application of scientific methods and concepts of science in everyday life.
The fourth element is an integral feature of actual science can not be separated from each other.

In the four elements of science learning process that is expected to appear, so that learners can experience learning process as a whole, to understand natural phenomena through problem-solving activities, scientific method, and to emulate the way scientists work in discovering new facts. The trend in today’s science learning is the learners only learn science as a product, to memorize concepts, theories and laws. This situation is compounded by learning that beriorientasi on tests / exams. As a result of science as a process, attitude, and applications are left out in lessons.

Learning experiences acquired in the classroom is not intact and is not oriented to the achievement of standards of competence and basic competence. Learning is more teacher-centered, science teachers convey only as a product and learners memorizing factual information. Students only learn the science of the lowest in the cognitive domain. Learners are not accustomed to developing the potential of thinking. Facts on the ground indicate that many students who tend to be lazy to think independently. Developed ways of thinking and learning activities has not been touched in affective and psychomotor domain. The reasons are often mentioned by teachers was lack of time, facilities, learning environment, and the number of students per class is too much.

21st century is marked by rapid development of science and technology in various fields of life in society, especially information and communications technology. Therefore, the necessary way of learning that can prepare students for science literacy and technology, able to think logically, critically, creatively, and can argue correctly. In fact, it’s not a lot of students who liked science subjects, as it is considered difficult, the limited ability of students, or because they were not interested in becoming scientists or technology experts. However, they still hope that science learning at school can be presented in an interesting, efficient, and effective.

Competency Standards and Basic Competency learners will be achieved as outlined in the four aspects, namely, living things and life processes, materials and nature, energy and amendments thereto, and the earth and the universe.

Indicators of achievement of competencies developed by the school, adapted to local environments, and media and learning environment in schools. All this is intended to allow teachers to be more active, creative, and make innovations in learning without leaving the content of the curriculum.

Through an integrated science learning, learners are expected to build knowledge through scientific methods, working together in groups, learn to interact and communicate, as well as being scientific.

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