DUKUNGAN KURIKULUM 2004 TERHADAP PEMBELAJARAN PENGETAHUAN ALAM TERINTEGRASI DI SMP
Abstract: The new curriculum
for junior high schools known as Curriculum 2004 calls for a change in the name
of the school subject Physical Science into Physical Knowledge. The change in
name has very important consquences on education in science. One of the most important
consquences is that the subject should be taught in anintegrated way. This
article studies the consquences of the changein the name of the subject on its
instruction and whether thestructure of the curriculum enables the subject to
be taught in an integrated way.
The results of the study indicate that a consquence of the change in the
name of the subject is that the way junior high school students learn science
is not to be as scientific as scientists; rather, they are to come only to the
level of introduction to concepts and scientific work which is applied in
nature (which implies applied science). Therefore, there needs to be a change
in the formulation of leaning objectives and a simplification of the basic
copmpetencies to be achieved and the indicators of achievement. An integrated
teaching of the subject in an integrated way, however, can ideally be conducted
only when the development of the important aspects (or the strands) of the
subject in the curriculum is based on themes or problems instead of objects. The
objects selected should represent a facilitation of the mastery of scientific
concepts to be developed in students, as seen in the structure of the
curriculum used in Singapore or of the one proposed a science teachers’
association in the United States.
Penulis: Bambang Subali,
Slamet Suyanto, Paidi & Heru Kuswanto
Kode Jurnal: jppendidikandd050011
