2.7 Icreams 2016 PDF

Proceedings
Proceedings
and the education of mathematics and science “
“ The Global challenges on the development
Faculty of Mathematics and Natural Science
Yogyakarta State University
ISBN 978-602-74529-0-9
3rd ICRIEMS
ISBN 978-602-74529-0-9
Conference Proceedings
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3rd INTERNATIONAL CONFERENCE ON RESEARCH,

IMPLEMENTATION AND EDUCATION OF
MATHEMATICS AND SCIENCE (3rd ICRIEMS)
Yogyakarta, 16 – 17 May 2016
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The Global Challenges on The Development and
The Education of Mathematics and Science
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Faculty of Mathematics and Science
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3rd ICRIEMS : The Global Challenges on The Development and
The Education of Mathematics and Science
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! Mathematics & Mathematics Education
! Physics & Physics Education!
! Chemistry & Chemistry Education
! Biology & Biology Education
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Published by:
Faculty of Mathematics and Science
Karangmalang, Yogyakarta 55281
Telp. (0274)550227, Fax. (0274)548203
© June 2016
Board of Reviewer
Prof. Allen Price, Ph.D (Emmanuel College Boston, USA)

Ana R. Otero, Ph.D (Emmanuel College Boston, USA)
Dr. Michiel Doorman (Utrecht University, Netherlands)
Prof. Dr. Marsigit (Yogyakarta State University)
Prof. Dr. Mundilarto (Yogyakarta State University)
Prof. Dr. Sriatun (Yogyakarta State University)
Prof. Dr. A.K. Prodjosantoso (Yogyakarta State University)
Prof. Dr. IGP. Suryadarma (Yogyakarta State University)
Prof. Dr. Bambang Subali (Yogyakarta State University)
Dr. Ariswan (Yogyakarta State University)
Dr. Agus Maman Abadi (Yogyakarta State University)
Dr. Dhoriva Urwatul U. (Yogyakarta State University)
Dr. Sugiman (Yogyakarta State University)
Dr. Karyati (Yogyakarta State University)
Dr. Slamet Suyanto (Yogyakarta State University)
Dr. Supahar (Yogyakarta State University)
Dr. Siti Sulastri (Yogyakarta State University)
Dr. Insih Wilujeng (Yogyakarta State University)
Wahyu Setyaningrum, Ph.D. (Yogyakarta State University)
Aryadi Wijaya, Ph.D. (Yogyakarta State University)
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Preface
Bless upon God Almighty such that this proceeding on 3rd International
Conference on Research, Implementation, and Education of Mathematics and
Sciences (ICRIEMS) may be compiled according to the schedule provided by the
organizing committee. All of the articles in this proceeding are obtained by selection
process by the reviewer team and have already been presented in the Conference on
16 – 17 May 2016 in the Faculty of Mathematics and Natural Sciences, Yogyakarta
State University. This proceeding comprises 9 fields, that is mathematics,
mathematics education, physics, physics education, chemistry, chemistry education,
biology, biology education, and science education.
The theme of this 3rd ICRIEMS is ‘The Global Challenges on The

Development and The Education of Mathematics and Science’. The main articles in
this conference are given by six keynote speakers, which are Prof. Allen Price, Ph.D
(Emmanuel College Boston USA), Ana R. Otero, Ph.D (Emmanuel College Boston
USA), Dr. Michiel Doorman (Utrecht University, Netherlands), Prof. Dr. Marsigit,
M.A (Yogyakarta State University), Asst. Prof. Dr. Warakorn Limbut (Prince of
Songkla University, Thailand), and Prof. Dr. Rosly Jaafar (Universiti Pendidikan
Sutan Idris, Malaysia). Besides the keynote and invited speakers, there are also
parallel articles that presented the latest research results in the field of mathematics
and sciences, and the education. These parallel session speakers come from
researchers from Indonesia and abroad.
Hopefully, this proceeding may contribute in disseminating research results

and studies in the field of Mathematics and Sciences and the Education such that they
are accessible by many people and useful for the Nation Building.
Yogyakarta, May 2016
The Editor Team
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FIGURE 3. VIEW OF PHET.COLORADO. EDU SIMULATION
III. CONCLUTION
Based on the discussion above, it can be concluded that:
1. ‘New pedagogies’ of experience based learning form or experiential e-learning is provides an already
alone or in creative interaction, as the mobile center of gravity of the learning environment.
2. The core concepts of ‘new pedagogies’ of experience based learning formor experiential e-learning: learner
centeredness, agency, belongingness, competence, and center of gravity.
3. The key factor in designing New pedagogies’ of experience based learning form or ee-learning environments
is intention. The teachers who use online pedagogies must create curricula purposely designed to include the
various elements of experiential learning: reflection opportunities, active projects, and conceptual resources.
4. ‘New pedagogies’ of experience based learning form or experiential e-learning can develop conceptual skills,
digital skills, and manual and practical skills of students.
IV. REFERENCE
[1] Baasanjav, U., Incorporating the Experiential Learning Cycle into Online Classes. MERLOT Journal of Online Learning and Teaching
[electronic version], Vol 9 no 4. p. 575-589, 2013.
[2] Bullen, M., Mark Participation and Critical Thinking, Online University Distance Education. Journal of Distance Education,
Retrieved March 22nd 2016, from http://www.ijede.ca/index.php/jde/article/view/140/394, 1998.
[3] Carver, R., King, R., Hannum, W., & Fowler, B., Toward a model of experiential e-learning, MERLOT Journal of Online Learning
and Teaching, 3(3), 247-256. Retrieved from http://jolt.merlot.org/vol3no3/hannum.pdf, 2007.
[4] Chiapetta, E.L. dan Thomas R.Koballa, Science instruction in the middle and secondary school. Boston: Allyn & Bacon, 2010.
[5] Kolb, D. A., Experiential learning: Experience as a source of learning and development., Englewood Cliffs, NJ: Prentice Hall 1984.
[6] Konukman, F ., The Effects of Multimedia Computer Assisted Instruction (CAI) on T eaching T ennis in Physical Education T
eacher Education. Dissertation. Virginia: Faculty of Virginia Polytechnic Institute, 2003.
[7] Lalonde, C., Courses that deliver: Reflecting on constructivist critical pedagogical approaches to teaching online and on-site
foundations courses, International Journal of Teaching and Learning in Higher Education, 23(3). 408-423. Retrieved from
http://www.isetl.org/ijtlhe/pdf/IJTLHE1070.pdf, 2011.
[8] Nilles, J. M., Some historical thoughts on the ee-learning renaissance. Innovate: Journal of Online Education, 3(6). Retrieved October
5, 2013, from http://www.innovateonline.info/pdf/vol3_issue6/Some_Historical_Thoughts_on_the_eeLearning_Renaissance.pdf
(archived at https://web.archive.org/web/20130317032334/http://innovateonline.info/pdf/vol3_issue6/Som
e_Historical_Thoughts_on_the_ee-Learning_Renaissance.pdf), 2007.
[9] Riedel, E., Endicott, L., Wasescha, A., & Goldston, B., Continuous, interactive, and online: A framework for experiential learning with
working adults. Innovate: Journal of Online Education, 3(6). Retrieved October 5, 2013, from
http://www.innovateonline.info/pdf/vol3_issue6/Continuous,_Interactive,_and_Online-
A_Framework_for_Experiential_Learning_with_Working_Adults.pdf (archived at
https://web.archive.org/web/20130317032629/http://innovateonline.info/pdf/vol3_issue6/Continuous,_Interactive,_and_Online-
__A_Framework_for_Experiential_Learning_with_Working_Adults.pdf), 2007.
[10] Strait & Sauer., Constructing Experiential Learning for Online Courses: The Birth of E-Service. Retrieved from
http://er.educause.edu/articles/2004/1/constructing-experiential-learning-for-online-courses-the-birth-of-eservice, 2004.
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PROCEEDING OF3 INTERNATIONAL CONFERENCE ON RESEARCH,
IMPLEMENTATION AND EDUCATION OF MATHEMATICS AND SCIENCE
YOGYAKARTA, 16 – 17 MAY 2016
[11] Tan, K.C.D & M Kim, Issues and Challenges in Science Education. New York: Springer, 2012.
[12] Trevitte, C., & Eskow, S. Reschooling society and the promise of ee-learning: An interview with Steve Eskow. Innovate: Journal of
Online Education, 3(6). Retrieved October 5, 2013, from
http://www.innovateonline.info/pdf/vol3_issue6/Reschooling_Society_and_the_Promise_of_ee-Learning-
__An_Interview_with_Steve_Eskow.pdf (archived at
https://web.archive.org/web/20130317032511/http://innovateonline.info/pdf/vol3_issue6/Reschooling_Society_and_the_Promise_of_e
e-Learning-__An_Interview_with_Steve_Eskow.pdf),2007.
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SE – 05
Collaboration of Traditional Games with Science-Based

Inquiry and Scientific Approach
Astuti Wijayanti
Science education, SarjanawiyataTamansiswa University
astuti.wijayanti@ustjogja.ac.id
Abstract—In the era of technology, traditional games has been largely abandoned by the
nation's generation. Learners emphasizes technology in learning, so forget about the other
aspects of his life, especially his social life. Learning should be returned to the humanitarian
aspects and the emphasis on the development of creativity, taste, and imagination to become
the generation that responds to the environment. Through the collaboration of traditional
games with science-based inquiry and scientific approach can equip learners to learn science
in a free and fun.
Keywords:traditional games, science, inquiry, scientific
I. INTRODUCTION
Study in Tamansiswa use the among system, which puts children at the center of the educational process and
tutors as mentors (Ki Hajar Dewantara, 1977: 12). Children as human nature independent so as to educate given
outer and inner freedom to grow and develop. The learning will make the child actively stimulated innovation and
increase their knowledge so that it can be a useful man for himself and the community. However, problems are
often a constraint by teachers in teaching science is the lack of learning resources available in schools. Teachers
generally only know the learning resources are library, internet and the books. In fact, all were used and specific
objects including learning resources. Aan Hasanah (2012: 151) explains that learning resources are all over the
place or the environment, objects, materials, books, events / facts that is happening and those that contain the
information can be used as a vehicle for students to make the process of behavior change. These problems lead to
learning science becomes dry activity. This resulted in the science lesson are not meaningful and students think
science lessons are very serious, sinister and makes boring. The learning makes students feel fettered and
burdened. The learning condition is contrary to science as knowledge gained through activities or laboratory
experiments. In addition, science teaching will be more easily understood by the students' learning through
concrete objects.
This paper explains why and how the culture (especially the traditional game) as a source of learning can be
considered as an alternative to learning science. It analyzes the limitations of traditional games in teaching science
and identify how traditional games can be more practical and effective approach. Indonesian traditional games in
today's increasingly faded, this is because the development of technology. Kids who are interested in video
games, and games android so rarely interact with their friends. This time, Indonesian traditional games rarely
used by students/current generation. Whereas traditional game requires no hardware or software equipment to
play it as well as the tools readily available. The traditional game is very simple and easy enough to follow. The
ambiance stiffness in socializing children will soon melt and familiarity will be easily obtained after this game. In
learning science, culture-based learning resources to provide an environment of learning science interesting and
fun for students. Teachers and students made possible interact and participate actively in the learning culture
based owned and known. Teachers and students also feel the intimacy and acknowledged.
II. DISCUSSION
The local culture especially traditional games get less attention from the teacher to be applied in their science
lessons. This is the challenge to be able to integrate the local culture in the form of traditional games into science
teaching so that students can learn science by encouraging curiosity with interesting and fun atmosphere. Teacher
roles in directing potential students to explore diverse cultures, especially the traditional game is already known,
as well as developing the culture. The interaction of teachers and students will accommodate the creation of
meaning from knowledge gained in these subjects at school by each individual.
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A. Traditional Games as a learning resource

According Anggani Sudono (2000: 11), seen from the development of the child to learn, it takes learning
resources which can support factors of cognitive, psychomotor and affective. Management Games traditional
or folk games is clear that all of these games contain the movements of the body, hands, feet and other body to
interact with a group of playmates. Learn while playing can be done in science learning. Aan Hasanah (2012:
76) states that learning is a process of mental and emotional or thinking and feeling. Through the game,
students can develop their potential in cognitive, psychomotor and affective. Alexon (2010: 14) argues that
learning that integrates the local culture in the learning process, not only can facilitate the improvement of
student learning outcomes in certain subjects, but also students' appreciation of the local culture. Daryanto and
Muljo Rahardjo (2012: 164) adds that the culture-based learning is not just transferring or conveying culture
or cultural manifestation but use culture to make students capable of creating meaning, through the boundaries
of imagination and creativity to achieve a deep understanding of the material being studied.
The traditional game as one of the living culture and is integrated with the students and community
of local culture is a theme that can be developed in the learning process. The students are doing a game in the
field of education should be to collect and amplify the information from different sources, and thoroughly
review the subject matter. Teachers should guide the students and help students in integrating traditional game
with the material being taught. Teachers give students the chance to discuss and exchange opinions with their
friends. This process aims to improve their memory retention, engagement, editing skills, and knowledge
concerning the concept of the IPA. This process creates a traditional game in science learning engages
students in activities where knowledge is the realization of a kontektualisasi and learning objectives.
Media and other learning resources used by teachers to provide assistance in the form of student
conduct exploration observing (observing), attributing the phenomenon (associating), ask or formulate the
problem (questioning), and conduct experiments (experimenting) or further observations. Learning resources
in the form of culture can use the traditional game. The traditional games include egrang, permainan bola
bekel, lompat tali, layangan, gangsing, cublak-cublak suweng, ular naga, klontengan, gundu/leker, patok lele,
benteng-bentengan, kasti, gobak sodor, engklek, congklak, tarik tambang, bedil bamboo, balap karung,
bakiak, rorodaan, ketapel, yoyo and so on. Such games can be developed as a source of learning science on
draft upward lift force on the fluid in the form of gas that is by using a kite. Kite on the game can also be
associated with the measurement at the time of making kites, determine the wind direction, energy and so
forth.
B. Implementation of traditional games in Inquiry-based science learning and Scientific Approach

The traditional game presents events or activities of interest to nurture the curiosity of the students so
that raises questions "what, why and how" of the events that occur in the game. In a further development into
a "what if ..." as a form of exploration of the students against the experienced (Wenno, 2008. 61). Abdul
Majid and Chaerul Rochman (2014: 143) adds that the ability of children to learn through experience, namely
1) the students involve themselves fully in new experiences; 2) students observe and think about the
experience of various aspects; 3) students create concepts that integrate observations into sound theory; and 4)
students using theory to solve problems and make decisions. Based on this, the science lesson should use a
scientific approach through observe, ask, try, reason, and communicate reinforced by using the inquiry.
Three key steps in the development process of science (scientific method) is observed, inference
(formulate explanations based on observations, including finding patterns, relationships, and make
predictions), and communicate (Kemendikbud, 2014: 5). How to make use of culture as a source of learning?
The value of culture as a source of learning depends on the skill to use it. Adrian Rustaman (1996: 5) explains
that each learning resources should be used for specific purposes, namely: to help solve the problem, it can
explain the concepts and principles of science, and increase the tendency of students to explore the natural
surroundings.
Understanding of concepts in science must be obtained by the students actively use their skills by
involving cultural process as a learning resource. With his own experience students will have the provision to
seek and find the concept or principle. Students no longer learn science but learned through science. Teachers
should encourage students to construct knowledge in his mind. In order to truly understand and can apply the
knowledge, the students in learning to use traditional games should be encouraged to work to solve problems,
find everything for himself, and has struggled with his ideas. This was confirmed from the results of research
Wijaya, et al. (2011: 149) that“traditional Indonesian games can support the learning of linear measurement.
The analysis of the teaching experiments showed that conflicts of fairness while playing the game could be
used to help students to acquire the concept of a standard unit of measurement”. This shows that through the
Indonesian traditional games can help students in getting the concept of the material in a fun way.
Based on the research results Astuti Wijayanti and Aris Munandar (2012) concluded a model to develop
outdoor learning in the learning that can be described as follows:
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FIGURE 1. MODEL DEVELOPMENT OF OUTDOOR LEARNING
Model development of outdoor learning can be applied to develop the traditional game in learning
science. Model of traditional game development using learning resources local culture. Implementation of
learning that integrates traditional games into learning science can be conducted inside and outside the
classroom. The model that contains elements of the indicators of achievement or competencies, learning
objectives and learning resources necessary to develop the local culture in preparation of lesson plan-based
culture is described as follows:
Competence achievement indicator is used as a marker of achievement of basic competence is
characterized by behavioral changes that can be measured which includes attitudes, knowledge, and skills.
The learning objectives describe the process and expected learning outcomes achieved by learners in
accordance with the basic competencies. Learning resources are references, objects and / or materials used for
learning activities, in the form of print and electronic media, speakers, as well as the physical environment,
natural, social, and cultural. Determination of learning resources based on standards of competence and basic
competencies and subject matter, learning activities, and indicators of achievement of competencies. Learning
resources using traditional games. To integrate traditional game with the science lesson to make it easier to
understand the students by using worksheets. According Paidi (1999) mentoring students doing science
process uses written guidelines (in the form of a practical example for worksheet) and guide oral teacher
(introduction at the beginning of the event) and clarification (at the end of the activity), as well as guidance
during the manufacturing process of experimental design and implementation, capable improving scientific
skills of the students. EndangWahyuningsih, Hantoro and Sifak Indana (2011: 31) adds that in order to
improve scientific performance of students, it is recommended to use the inquiry worksheet challenging and
intensive guidance in the application of science learning.
How to implement inquiry-based science teaching and scientific approach utilizing traditional games as a
learning resource can be done with the following steps:
1. Analyze Content Standards are standards and basic competencies that pertain to the standard
kompetansi each class graduates to develop their subject matter.
2. Develop a syllabus to be developed in the learning activities.
3. Analyzing the matter of integrity by referring to some sources this book to determine competence
achievement indicator.
4. Choosing a traditional game which is suitable for use in learning.
5. Describe the subject matter became an essential matter of fact, the concept of principles and
procedures that can be developed or explored through the neighborhood.
6. Develop indicators of achievement of competencies using improved operating verb of remembering
up to a higher level and continued with the elaboration of the goal.
7. Based on the analysis of the essential matter of fact, the concept of principles and procedures to be
developed into student activity or learning experience with outdoor learning.
8. Develop lesson plans through a variety of methods and models of learning as PAIKEM, contextual
learning and cooperative learning as well by applying the scientific approach.
9. Make worksheet that leads to the concept of the material by connecting the activities performed in
traditional games.
10. Make judgments based assessments to measure the success of a product, process, or judgment of
other tasks.
11. Conduct learning according to plan and record weakness for further improvement.
Learning science that integrates traditional game with a scientific approach requires teachers to master
standard implementation process, the traditional Indonesian games, scientific approach and process skills in
inquiry learning implementation as the demands of the curriculum. The application of this learning can only
be applied to SK-KD certain learning relevant to the learning resources in the form of Indonesia traditional
games.
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III. CONCLUSION
Learning science by using learning resources in the form of traditional games can be directed to develop
students 'ability to acquire knowledge and reintroducing the game to train the students' social skills. Learning
resources in the form of traditional games will help those involved in the school and outside the school
environment so as to create the atmosphere of the classroom or the learning process fun and helps improve
the quality of education by not ignoring the elements that become embedded in the child.
REFERENCES
Aan Hasanah. 2012. Pengembangan Profesi Guru. Bandung: CV. Pustaka Setia.
Abdul Majid dan Chaerul Rochman. 2014. Pendekatan Ilmiah dalam Implementasi Kurikulum 2013. Bandung: PT Remaja Rosdakarya
Offset.
Adrian Rustaman. 1996. Lembar Kegiatan Pemanfaatan Lingkungan Sebagai Sumber Belajar IPA di Sekolah dasar. Jakarta: Depdikbud.
Alexon. 2010. Pembelajaran Terpadu Berbasis Budaya. Bengkulu: Unit FKIP UNIB Press.
Anggiani Sudono. 2000. Sumber Belajar dan Alat Permainan. Jakarta: PT. Grasindo.
Astuti Wijayanti dan Aris Munandar. 2012. Upaya Membantu Kesulitan Guru SD dalam Mengimplementasikan Perencanaan dan
Pelaksanaan Pembelajaran Sains Berdasarkan Standar Proses Berbasis Outdoor learning di SD Negeri Percobaan 1 dan SDIT
Salman Al Farisi 2 Ngemplak Yogyakarta. Yogyakarta: LP2M UST.
Daryanto dan Muljo Rahardjo. 2012. Model Pembelajaran Inovatif. Yogyakarta: Penerbit Gava Media.
EndangWahyuningsih, Hantoro dan Sifak Indana. 2011. Penerapan Pembelajaran Inkuiri Untuk Meningkatkan Kinerja Ilmiah Pada Mata
Pelajaran Ilmu Pengetahuan Alam. Jurnal PTK DBE3. Volume No 1. Jakarta ISSN 2088-091X hal 31.
Kemendikbud. 2014. Buku Guru Ilmu Pengetahuan Alam Edisi Revisi 2014. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Ki Hajar Dewantara. 1977. Bagian Pertama Pendidikan. Yogyakarta: Majelis Luhur Tamansiswa.
http://www.idntimes.com/megan/gimana-kabarnya-31-permainan-tradisional-ini-ya
Paidi. 1999. Improving Student’s Scientific Skill Through Implementing of Guided Inquiry on Biology Teaching in SMAN 1 Sleman.
Yogyakarta: UNY.
Wenno. Strategi Belajar Mengajar Sains Berbasis Kontekstual. Yogyakarta: Penerbit Inti Media.
Wijaya, Ariyadi; Doorman, L. Michiel; Keijze, Ronald. Emergent Modelling: From Traditional Indonesian Games to a Standard Unitof
Measurement. Journal of Science and Mathematics Education in Southeast Asia, v34 n2 p149-173. 2011.
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SE – 06
Developing an Authentic Assessment Science Process Skills,

Critical Thinking Skills and ProblemSolving Skills
Dadan Rosana1, Supahar1, Deby Kurnia Dewi2, Esmiyati2, Vidya Putri Sukmasari2
1
Faculty of Mathematic and Natural Science, Yogyakarta State University
Science Education Study Program of Graduate School, Yogyakarta State University
danrosana.uny@gmail.com
Abstract—This research is aimed to know the procedure of instrument development of

authentic assessment and to know the worthiness of authentic assessment instrument of
development result is seen from the content validity by the validator. This research is
development research by model of non-test instrument. Development model of non-test
instrument used has steps as follows: (1) determining of the instrument specification, (2)
writing the instrument, (3) determining the instrument scale, (4) determining the scoring
system, and (5) beating out the instrument. The writer used quantitative and qualitative
technique to analyze the data obtained. The qualitative approach was used to analyze the
input from experts and teachers, and thequantitative approach was used to analyze the results
of experts’ validation using Aiken’s validity. Conclusion of this study are as follows: (1) The
procedure of the authentic assessment development follows the stages of research and
development. The stages include pre-survey research, problem analysis, analysis of
curriculum, research studies, experts consultation, and drafting an instrument. The stages of
development include experts’ validation. (2) The quality of the developed products the
developed authentic assessment has a valid criterion as an instrument, in terms of aspects of
the construct, substance, and language. All these aspects meet a very good criterion and can
be used with revisions.
Keywords: authentic assessment, science process skills, critical thinking skills, problem
solving skills
I. INTRODUCTION
Natural Sciences is the mastery of facts, concepts, principles, and a process of discovery. The process
of discovery in learning the natural sciences in accordance with the Nature of Science (NOS) means that science
is a way of knowing. Lederman, et al. (2002:231), stating that "that science is a way of knowing and there are
values and beliefs inherent to the development of scientific knowledge". Based on these statements, NOS is
defined as the concept of complex natural sciences involves philosophy, sociology, and historical knowledge.
Natural Sciences is the mastery of facts, concepts, principles, and a process of discovery. Learning the
natural sciences is based on the contents of the standard form students who have a body of knowledge; standard
process will shape the students with scientific skills, thinking skills and strategy of thinking; the standard
scientific inquiry will form students capable of critical and creative thinking; as well as a standard assessment
evaluates students humanely.
Sheeba (2013: 109) defines the science process skills as a device suitable skills in the disciplines and
reflect behavioral scientists.Abungu, Okere, & Wachanga (2014: 359) states that the science process skills is an
activity the students to conduct scientific investigations to develop scientific knowledge and skills. Science
process skills include some skills in the students' activities. Types of science process skills according to Martin
(2006: 68) include: a) basic science process skills including observation, classification, communication,
measurement, inference and prediction; b) integrated science process skills include identifying and controlling
variables, formulate and test hypotheses, interpret data, define operational, conducting experiments and building
models.
Critical thinking is defined as the activity of the mental discipline to think reflectively and reasonable
to evaluate arguments or propositions to decide what to believe or do (Huitt, Ennis in Çimer, 2013).Critical
thinking is also a cognitive abilities and strategies that increase the likelihood of the expected results, thinking
that aim, reasoned, and goal-oriented. This thought includes solving problems, formulating conclusions,
calculated the odds and make a decision (Halpern in Frijtersat. al, 2008). Problem solving skills are an action to
resolve the problem or process that uses the power and benefits of mathematics in solving the problem, which is
also a method of discovery solutions through the stages of problem solving.According Arends (2008: 45)
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problem based learning is an approach to learning in which students work on authentic problems with a view to
construct their own knowledge.
The learning process is directed at the development of the third realm of knowledge, attitudes, and
skills should be implemented as a whole or holistically, meaning the development of one domain cannot be
separated from other domains. The question that still occurs in the process of learning one's current assessment
of the natural sciences still dominated the test form, which can only measure the realm of knowledge. The fact
that learning the natural sciences is not always judged by using an assessment form test to measure student
learning objectives. Assessment can be done by collecting information about students to give more accurate
information about the skills and attitudes of students. The assessment directive can also be done to measure the
learning process of students (Phopam 2008:6). That kind of assessment called the authentic assessment.
Mueller (2006: 1) said authentic assessment is an assessment of immediate or direct size so that the
assessment will be more obvious when votes directly to do with the granting of a task or project. Callison (1998:
1) provide broader understanding of the authentic assessment, namely:
Authentic assessment is an evaluation process that involves multiple forms of performance
measurement reflecting the student’s learning, achievement, motivation, and attitudes on
instructionally-relevant activities. Examples of authentic assessment techniques include
performance assessment, portfolios, and self-assessment.
O'Malley and Pierce also categorize common types of authentic assessment that must be observed and
documented as follows: (a) Project / Exhibition: Students work with other students as a team to create a project
that often involves the production of multimedia, oral and written presentations, and displays. (b) Experiment /
Demonstration: Students documenting a series of experiments, describing the procedure, perform the steps
required to complete the task, and document the results of the action. (c) Portfolio: A collection of work focused
students to demonstrate progress over time. (Callinson, 1998: 2-3)
Authentic assessment can be used to measure performance, achievement, motivation, and attitude of
students in relevant activities in learning. The results of the study are eligible to be used as a basis in
determining the kind of authentic assessment is (Stiggins, 1994:67): students ' ability against (1) the substance
of knowledge; (2) knowledge in doing the reasoning and solving problems; (3) skills in the mastery of
knowledge; (4) the making of a product; and (5) achievement attitude in applying knowledge. The basic types of
assessment methods offered by Stiggins (1994:83) include: (a) selected response assessment; (b) assessment
essay; (c) performance assessment; and (d) personal communication assessment.
The material has different characteristics of natural sciences so not all matter natural sciences can be
taught with the same method. Thus, the assessment instrument used of course will also be different, because if
the instruments used are the same for all natural sciences material then there will be some aspects which cannot
be measured. The selection of basic competence (KD) should be conducted to determine the appropriate type of
assessment. In the development of this research material class VIII natural sciences which KD 2.4 can be used
kind of an assessment portfolio. The assessment of the project can be used on a KD 3.11. with learning that
directs students to solve problems by doing project work to resolve the issue. In addition, KD 3.9. can be used to
measure the performance assessment science process skills students in doing the experiment.
Referring to the problems outlined, then researchers trying to develop authentic assessment instrument
can measure a few skills students i.e. science process skills, critical thinking skills and problem solving skills on
some of the KD in the natural sciences learning in junior high school.
II. METHODOLOGY
A. Type of Research
This research included in the classification of research development. The products developed in this
research in the form of instrument performance assessment, portfolio and project. Research development
uses a five-step development instrument non test.
B. Research Time
Development of instrument in authentic assessment was conducted in October 2015 until January
2016.
C. Development Procedure
Procedure of development following the stages of the development of non-test instrument. Stages of
the development of authentic assessments include (1) determining of the instrument specification, conduct an
analysis of the specification of the instrument being developed include the analysis of students, needs
analysis, analysis of curriculum, selecting the shape and format of the instrument, determine the indicators,
making the latticework of instruments; (2) writing the instrument,writingof authentic assessment was
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developed based on the lattice that have been created and then draw up the details of the statement; (3)
determining the instrument scale, the scale of the instrument that was used in the development of this
authentic assessment instrument in the form of scales with a scale of 1 to 4; (4) determining the scoring
system, a system of scoring in this authentic assessment instrument refers to the scale of use that is the scale
of 1 to 4 to the emergence of student activities provided by the observer; and (5) beating out the instrument,
perform the validation material, expert assessment and teacher.
D. Data Analysis Techniques
Analysis of the validation of the content of the descriptive and quantitative basis. Quantitative
analysis using Aiken’s V analysis (Azwar, 2014:113) by the following formula:
V=
Description:
s = r – lo
n = number of panels of assessors
lo = lowest validity assessment
c = highest validity assessment
r = the numbers given by an assessor
III. RESULTSS AND DISCUSSION

A. Procedure the development of Authentic Assessments
The products developed are authentic assessment instrument which covers the instrument
performance, portfolio, and projects. The instrument used to measure the performance ofscience process
skills learners in the material system for excretion. The portfolio of instruments used to measure critical
thinking skills learners on the material pressure of the liquid. Project assessment instrument used to measure
problem solving skills learners on optical materials on the human eye. The assessment instruments
developed is in the form of sheets of observations accompanied by grating and rubric assessments. Authentic
assessment instruments development procedure is as follows.
1. Preliminary Studies
Some of the things done on the preliminary study include: analysis of the problem, an analysis of the
curriculum, and the analysis of the learners. Problem analysis was done based on interviews with a
number of teachers of science in SMP N 15 Yogyakarta, SMP N 1 Piyungan, and SMP Muhamadiyah 3
Depok. The issues that emerged from the interviews that is not yet the availability of valid assessment
instruments to measure skills learners, so it is important to develop these instruments. Curriculum
analysis conducted to determine the competence of the basic curriculum of 2013 which corresponds to
the selected material. Learner analysis aims to find out the characteristics of the students i.e. students of
class VIII junior high school. Core competencies and Basic Competencies that are used in the
development of authentic assessment instruments are presented in Table 1.
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TABLE 1. CORE COMPETENCIES AND BASIC COMPETENCIES

Types of Skills Core Competencies Basic Competencies
Science Process 3. Understanding of knowledge (factual, 3.9. Explaining the structure and function
Skills conceptual and procedural) by curiosity of the human excretory system and its
about science, technology, art, cultural application in maintaining personal health.
phenomena and events related to the visible.
Critical Thinking 3. Understanding of knowledge (factual, 3.8. Understanding the pressure of liquids
Skills conceptual and procedural) by curiosity and their application in everyday life to
about science, technology, art, cultural explain the blood pressure, respiration
phenomena and events related to the visible. diffusion at the event, and the osmotic
4. Rework, manage, and reasoning in the realm pressure.
of the concrete (using, parse, compose, 4.8 Conducting an experiment to
modify, and make) and the realm of the investigate the fluid pressure at a certain
abstract (writing, reading, counting, depth, the buoyant force, capillarity (fluid
drawing, and writing) in accordance with the transport in the stem of the plant), and the
learned in school and other sources in the fluid pressure in the enclosed space.
same viewpoints / theories.
Problem Solving 3. Understanding of knowledge (factual, 3.11. Describe the properties of light,
Skills conceptual and procedural) by curiosity shadow formation, as well as its
about science, technology, art, cultural application to explain human vision, and
phenomena and events related to the visible. working principles optic equipments
4. Rework, manage, and reasoning in the 4.11. Report the results of the
realm of the concrete (using, parse, investigation of the formation of a shadow
compose, modify, and make) and the realm on mirrors, lenses and optical instruments
of the abstract (writing, reading, counting,
drawing, and writing) in accordance with
the learned in school and other sources in
the same viewpoints / theories.
2. Determinethe Instrument's Specifications

Science process skills indicators used in the assessment instrument are the prediction, measurement,
experimentation, observation, communication, and inference. Indicators of critical thinking skills used in
the instrument are a skill gives a simple explanation, generalize, infer, gave further explanations, and
perform strategic steps. Indicators of problem-solving skills used in the instrument are to understand and
define the problem, formulate alternative solutions, planning/define and implement a strategy, and
evaluating.Indicators of each skill presented in Table 2.
TABLE 2. INDICATORS OF SCIENCE PROCESS SKILLS, CRITICAL THINKING SKILLS, AND PROBLEM SOLVING
SKILLS
Types of Skills Indicators
Science process prediction, measurement, experimentation, observation, communication, and inference
skills
Critical thinking gives a simple explanation, generalize, infer, gave further explanations, and perform strategic
skills steps
Problem-solving to understand and define the problem, formulate alternative solutions, planning/define and
skills implement a strategy, and evaluating
3. WritingInstruments
Writing instruments are carried out taking into account the aspect of material, construction, and
language. The assessment instruments developed contain: title, usage instructions, scoring guidelines,
e.g. scoring, and the observation sheet.
4. Determinethe Scale of the Instrument and Scoring System
The instrument was developed using a scale of 1-4. Scoring is determined in accordance with the scale
used. The highest score of each indicator is 4 and the lowest is 1.
5. ReviewingInstruments
Authentic assessment instruments developed were investigated by seven rater.Two ratersare a matter
experts and expert lecturers and five-rater else are a science teacher.
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B. Results of Authentic Assessment Validation

Validation of product based on the assessment of the substance, construction, and language.
Subsequent validation results are analyzed with the Aiken’s V approach that aims to quantify the magnitude
of the content validity coefficient (V). The magnitude of the numbers V obtained confirmed with numbers
based on table Aiken’s V. The minimum figure should be reached based on table V Aiken (1985:134)
category 4 range and number of panel 7 are 0.86. The magnitude of V is obtained on the validation of the
performance assessment sheet to measure process skills in science is about 0.86-1. The magnitude of V is
obtained on the portfolio assessment sheet validation to measure critical thinking skills are of 0.98. The
magnitude of V is obtained in the project assessment sheet to measure problem solving skills is of 0.86-1.
Based on the results of the analysis of the magnitude of the content validity of the assessment
instrument's third showed that magnitude V instruments already exceed the minimum coefficient of Aiken’s
V. Thus, the assessment instruments developed meets the validity of the content. In addition to knowing the
validity of the instrument developed, validation is aiming to obtain advice which can be used as material for
the repair of the instrument before conducted trials at the school.
C. Revision of The Product

Assessmentinstruments are revised based on some suggestions by experts and practitioners. During
limited trials and operational field test or measurement is in not discovering things that demanded he do
revision, so that the revision could be made only when the process of examination of the instrument. In more
detail, some revisions to the product can be outlined as follows.
1. Revisions to the usage instructions of the instrument so that more communicative and clear.
2. Revision of the observation sheet so that each observation sheets are given examples of scoring.
3. Revision of the rubrics so that homogeneous and focus on the systematic sequence.
4. Details of revision of the statement so that the statements communicated and homogeneous with other
grains in one indicator.
5. Details of revision of the statement on the indicators devised the hypothesis so that made that clear
parameters for measuring the skills of learners and presented grain statement about the
interconnectedness between variables.
6. The revised grain statement on indicators composing the purpose of probation order made clear
parameters for measuring the skills of learners and presented a statement stating the presence of grains
of the verb.
7. Revision details of a statement on the observation sheet so that the language clarified.
8. Revised assertions so that the grain grain statement made clear parameters for measuring the skills of
learners.
9. Revised assertions so that the grain grain statement clarified.
10. Revision of the format of the observation sheet so that there are six columns on a sheet for granting
score the learners are assessed.
11. Clarify how to use observational science process skills sheet that is by adding the phrase "give a sign
check ( " on a
scoring rubric.
IV. CONCLUSION
Conclusion of this study are as follows: (1) The procedure of the authentic assessment development follows the
stages of research and development. The stages include pre-survey research, problem analysis, analysis of
curriculum, research studies, experts’ consultation, and drafting an instrument. The stages of development
include experts’ validation. (2) The quality of the developed products the developed authentic assessment has a
valid criterion as an instrument, in terms of aspects of the construct, substance, and language. All these aspects
meet a very good criterion and can be used with revisions.
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REFERENCES
Abungu, H.E., Okere, M.I.O., & Wachanga, S.W. (2014). The Effect of Science Process Skills Teaching Approach on Secondary School
Students’ Achievement in Chemistry in Nyando District, Kenya. Journal of Educational and Social Research, 4, 359-372.
Aiken, L.R. (1985). Three Coefficient for Analyzing the Reliability and Validity of Rating. Educational and Psychological Measurement,
45, 131-142
Azwar, S. (2014). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Pelajar.
Callison, Daniel. (1998). Authentic Assessment. School Library Media Activities Monthly 14, no. 5. Accessed
fromhttp://www.ala.org/aasl/sites/ala.
org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_AuthenticAssessment_InfoPower.pdfon March 13, 2015.
ÇimerA., Melih T., & Mehmet K. (2013). Critical Thinking Level of Biology Classroom Survey: Ctlobics. Elsevier Learning and
Instruction, 18, 66-82.
Frijters S,. Geert ten D., & Gert R. (2008). Effects of Dialogic Learning on Value-Loaded Critical Thinking.
Lederman, Norm G et al. (2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’
Conceptions of Nature of Science.Journal of Research in Science Teaching Vol. 39, No. 6, PP. 497-521.
Lederman, NormanS, G. (1992). Students’ and Teachers’ Conceptions of the Nature of Science: A Review of the Research. Journal of
Research in Science Teaching.VOL. 29, NO. 4, PP. 331-359 (1992).
Mueller, John. (2006). Authentic Assessment Tool Box. Accessed fromhttp://jfmueller.faculty.noctrl.edu/toolbox/index.htmon March 9,
2015.
Popham, W.J. (2008). Transformative Assessment. USA: ASCD
Sheeba, M.N. (2013). An Anatomy of Science Process Skills in The Light of The Challenges to Realize Science Instruction Leading to
Global Excellence in Education. Educationia Confab, 2,108-123.
Stiggins, R. J. (1994). Student-Centered Classroom Assessment. New York: Merrill, an imprint of Macmillan College Publishing
CompanyThe Online Journal of New Horizons in Education, 3, 15-24.
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SE – 07
Effectiveness Of Scientific Approach Integrating Onion

Agriculture Potential Viewed From Secondary School
Students’ Environmental Care Attitude
Dani Setiawan1, Insih Wilujeng2

1
SMPN 1 Bulakamba, Brebes District Education Offices
2
Graduate School, Yogyakarta State University
dani.setiawan@ymail.com
Abstract—This study aims to analyzing the effectiveness of the implementation of scientific

approach integrating onion agriculture potential viewed from secondary school student’s
environmental care attitude. The study was conducted quasi-experiment with nonequivalent
control group design. Subject of the study consisted of 37 VII A’s students as the
experimental group and 36 VII B’s students as a control group that was selected from nine
7th grade class at SMPN 1 Bulakamba on 1st half of the 2015/2016 school year. The data
collection was done through non-test technique using a Likert scale questionnaire assessment.
The effectiveness of the implementation of scientific approach integrating onion agriculture
potential viewed from secondary school student’s environmental care attitude was analyzed
based on the average normalized gain score and independent sample t test. The results
showed that the implementation of scientific approah integrating onion agriculture potential
is effective in improving thestudents' environmental care attitude.
Keywords: scientific approach, onion agriculture potential, environmental care attitude
I. INTRODUCTION
The science learning is not only equip the students with the knowledge and skills of science, but science
equip the students with scientific value to build the students’ personal who have a scientific attitude. Basically,
scientific attitude is an attitude of scientists when conducting scientific activities. Scientific attitude of the
students is very important because it can improve students' critical to a encountered natural phenomenon and
also become a benchmark level of understanding of the students [1]. Scientific attitude is very meaningful for
students when interacting with the community. Students who have a scientific attitude will bring good role
models when carrying out the investigations and interacting with the community [2].
One of the values and attitudes instilled in science learning is the environmental care attitude [3]. The
environmental care attitude is the attitude and action which seeks to prevent and repait the surrounding
environmental damage [4]. The environmental care attitude is a human effort in respecting to the environment in
order to maintain the balance of life in nature [5]. Other literature mention environmental care attitude with the
term sensitivity to the living and non-living environment [6, 7] and environmental attitude [8]. Environmental
attitude is a learned predisposition to respond consistently favorable or unfavorable manner with respect to the
environment [8].
The environmental care attitude is a reflection of the human environmental awareness. The term
environmental awareness has a broad meaning. Environmental awareness is not only implies the knowledge
about environment but also the values and necessary skills to solve environmental problems [9]. Roth[8] defines
the environmental awareness as an important ability to feel and interpret the health level of environmental
systems and to take appropriate actions in maintaining, rebuilding, or improving the health of environmental
system. Environmental awareness is the characteristic of human quality to understand and know the ins and outs
of working forces and conditions of the environtmen. Environmental awareness is an attitude to environment
which manifests itself in terms of the awareness towards physical pollution, psychological pollution, social
pollution, and cultural pollution [11].
Developing the value of environmental care attitude to students from an early age is an important efforts
in environmental issues more complicated and complex. Water pollution, air pollution, hazardous and toxic
waste, forests destruction, landslides, floods, loss of some biodiversity, global warming, and climate change are
the serious environmental problem. Kutanegara et al.[10] states that the lack of people care to the environment
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ISBN 978-602-74529-0-9
role in making the environmental issues are very complicated and complex by excessive exploitation and
environmentally unfriendly. Keraf [13] states that the source of environmental problems is the philosophical
fundamental and human perspective error about themselves, nature, and man's place in the overall ecosystem.
The perspective fallacy spawned erroneous behavior towards nature.
Keraf [13] states that the environmental problem is a moral issue and related to human behavior.
Therefore, to solve environmental problems requires a improvement of ethics and morality [13]. Enterprises
face the challenge of environmental problems requires a change in behavior and perpective, both as individuals
and society towards social relations, cultural relations, and natural relations [13, 14]. Naess [13]reveals that
today's environmental crisis can only be overcome by changing the perspective and human behavior towards
nature in fundamentallly and radically. Therefore, the environmental issues resolving need the change of
perspective and human behavior as individuals and as societies, the educational process can take a role in
getting these changes [14]. One effort that can be done to change the perspective and human behavior toward
nature through education is to inculcate environmental awareness from an early age to the students in the school.
The environmental care attitude is a part of the character building that can be developed through science
learning as nurturant effect of indirect learning that occurs during the direct learning process [15, 16]. The
environmental care attitude as a nurturant effect is a cumulative effect of a number of learning activities that are
deliberately designed [17]. Developing of The environmental care attitude in science learning is expected to be a
pattern of behavior in the students' daily lives.
The results of a preliminary study in SMP Negeri 1 Bulakamba on 1st half school year 2015/2016 show
thatthe developing of environmental care attitudes to the students has been carried out by the school, but it still
needs to be improved. The results of a preliminary study show that students who received a score of
environmentally conscious attitudes over 70% just only 40% of all respondents. The result of a preliminary
study also showed that there are still many students who do not know about the local potential around them.
Thesedata shows that environmental care attitude of students in SMPN 1 Bulakamba still needs to be improved.
One effort to improve the environmentalcare attitude of students can be done by applying a scientific
approach integrating contextual learning resources around students. The scientific approach emphasizes student
learning activities to observe, ask, gather information, associates, and communicate. One of contextual learning
resource aroud students of SMPN 1 Bulakamba is the onion agriculture potential. Onion agriculture potential is
one of the main agriculture commodities of Regency Brebes. One of production center located at District
Bulakamba. The use of oriented scientific approach handout by Yeni, Putra, and Hufri [18]has a significant
impact on learning outcomes of cognitive, affective, and psychomotor domains. According Tarjuki [19], the
implementation of scientific approach-based student worksheetwith local resources can improve the students’
environmental care attitude.
Based on the advantages of the implementation of scientific approach and contextual learning resources,
solving the problems of environmental care attitude of the 7th grade students of SMP Negeri 1 Bulakambacan be
doneby implementing of a scientific approach-based instegrating onion agriculture potential. Implementation of
a scientific approach integrating oinion agricultuel potential includes the activities of observing,
guestioning,gathering information to solve the question, associating, and communicating the information[20].
observing, questioning, gather information or experimenting, associating, and communicating the information.
On observing activities, the student are asked to observe the onion agricultural potential as science object. For
example, observing the onion on polybag or observing the onions field. Based on the observations activites, the
students were asked to formulate questions. In this case, the teacher needs to facilitate students to formulate
questions that lead to learning objectives to be achieved. After the students formulate questions, the teacher
facilitates students to gather information, associate information, and communicate the obtained information.
This study aims to analyzing the effectiveness of the implementation of scientific approach integrating
onion agriculture potential viewed from secondary school student’s environmental care attitude. The success of
the developing environmental care attitude can be assessed the student using some indicators. The indicators of
environmental care attitude considered in this study is (1) pay attention to the local environment; (2) participate
in social activities; (2) pay attention to health;(3) pay attention to the family;(4) maintain cleanliness; (5) not
burn trash; (6) not take, cut or revoke plants located along the way; (7) not cross out or incise the inscription on
the trees, rocks, roads or walls; and (8) keep always preserving the environment.
II. RESEARCH METHOD

The study was conducted on October until November 2015 at SMPN 1 Bulakamba. The study was
conducted by using quasi-experiment with nonequivalent control group design[21]that modified. The subject of
this study are class VII A and class VII B that selected from nine 7th grade class of SMPN 1 Bulakamba.
Determination of the experimental group and the control group was done randomly with the results class VII A
as the experimental group and class VII B as the control group.The selected experimental group and control
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group were preceded by pre-test. In the latter part the selected students groups weregiven the post-test.The
reseacrh design is shown in Figure 1.
Experimental Group O1 X O2
Control Group O1 Y O2
FIGURE 1.RESEACH DESIGN[21]
Remarks:
X = implementation of scientific approach-based integrating onion agriculture potential
Y = implementation of learning approach non integrating onion agriculture potential
O1 = pre-test
O2 = post-test
The data collection was done through non-test techniques using questionnaire of students’ environmental
care attitude. The questionnaire was drafted in the form of Likert scale questionnaire with four option (1 =
strongly agree, 2 = agree, 3 = disagree, and 4 = strongly disagree). Item ratings in the questionnaire consists of
10 positive statements and 10 negative statements. The option score for the positive and negative statements are
presented in Table 1.
TABLE 1.THE SCOREOF QUESTIONNAIRE OPTION
Score
Option
Positive Statements Negative Statements
1 4 1
2 3 2
3 2 3
4 1 4
The effectiveness of the implementation of scientific approach integrating onion agriculture potential
viewed from secondary school student’s environmental care attitude was analyzed based on the average
normalized gain score and independent sample t test. The average normalized gain score is obtained by the
following equation.
remarks:
<g> = the average gain score normalized
<%post> = the final class score percentage averages
<%pre> = the initial class score percentage averages [22].
The obtain average normalized gain score is consulted to three categories, i.e: (1) high with <g>
medium with 0.3 [23].
The independent samples t test is used to analyze statistically significant difference between students’
environmental care attitude in experimental group and control group. The analyzed data samples are the single-
student normalized gain scores that’s obtained by the following equation.
remarks:
g = the single-student normalized gain score
postscore% = the finalsingle-student score percentage
prescore% = the initialsingle-student score percentage[24].
The testing of assumptions analysis before committing independent t-test consist of normality and
homogeneity of variance. The normality of data samples istested by the Kolmogorov-Smirnov test using SPSS
version 22 at significance level 0.05. The hypothesis of tested data samples normality is: the data sample comes
from a normally distributed population. The hypothesis will be acceptedif the value of sig. 05. The
homogeneity of variance between two groups data samples is tested by Lavene's Test using SPSS version 22.
The hypothesis of homogeneity is:the varianacebetween two groups is homogeneous.The hypothesis will be
acceptedif the value of sig. 05.
The hypothesis of is stated bellow.
H0 1 2
H1 1= 2
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ISBN 978-602-74529-0-9
Remarks:
H0 = there is not statistically significant difference between students’ environmental care attitude in
experimental group and control group
H1= there is statistically significant difference between students’ environmental care attitude in experimental
group and control group
The hypothesisobove is tested at significance level 0.05 using SPSS version 22. The decision crtieria are: H0
will be acceepted if the value of sig. .05 or H0 will be rejected if the value of sig. <0.05.
III. RESULT AND DISCISSION

The summary of pre-test and post-test result of the students’ environmental care attitude are presented in
Table 2.
TABLE 2.THE SUMMARY OF PRE-TEST AND POST-TEST RESULT OFTHE STUDENTS’ ENVIRONMENTAL CARE ATTITUDE
Experimental Group Control Group

prescore% postscore% prescore% postscore%
The number of student 37 37 36 36
Average 73.58 85.34 70.31 78.99
Highest score 90 98.75 80.00 92.50
Lowest score 63.75 66.25 51.25 65.00
Variance 41.42 58.56 49.41 58.56
Standard Deviation 6.44 7.65 7.03 7.65
Based on Table 2 it can be seen that the average of final score in experimental group and control group
are higher than the average of final score. It means that the students’ environmental care attitude in the
experimental group and control group have increased. Based on the results of the average normalized gain score
analysis, the improvement of students’ environmental care attitude in the experimental group is in the medium
category with <g> = 0.45 and in the control group is in the low category with <g> = 0,29 (Tabel 3). Based on
the value of <g>, the improvement of students’ environmental care attitude in experimental group is higher than
control group. It means, based on the results of the average normalized gain score analysis show that
implementation of scientific approach-based integrating onion agriculture potential is more effective than
implementation of learning approach not integrating with onion agriculture potential.
TABLE 3.THE RESULTS OFTHE AVERAGE NORMALIZED GAIN SCORE ANALYSIS
<%pre> <%post> <g> Category

Experimental Group 73.58 85.34 0.45 Medium
Control Group 70.31 78.99 0.29 Low
The comparison of effectiveness difference between theimplementation of scientific approach-based

integrating onion agriculture potential and the implementation of learning approach non integrating onion
agriculture potential were statistically analyzed by using independent samples t testto the single-student
normalized gain score. The testing of assumptions analysis before committing independent samples t test consist
of normality and homogeneity of variance. The normality of data samples is tested by the Kolmogorov-Smirnov
test using SPSS version 22 at significance level 0.05.The result of Kolmogorov-Smirnov test in two group
scores are presented in Table 4. Based on Table 4 it can be seen that the significant value of the Kolmogorov-
Smirnov test in experimental group and control group are more than 0.05.So, the hypothesis that’s states the
data sample comes from a normally distributed population is accepted. It means that each data sample in
experimental group and control group come from a normally distributed population.
TABLE 4.THE RESULT OF KOLMOGOROV-SMIRNOV TEST
Test Sig.
Experimental Group Kolmogorov-Smirnov 0.200
Control Group Kolmogorov-Smirnov 0.200
The homogeneity of varianceis tested by Lavene’s Testusing SPSS 22 version at a significance level of
0.05. The Levene's Test generate the value sig.= 0.44 So, the hypothesis that’s states the variance
between two groups is homogeneous is accepted. It means the variance between two groups is homogeneous.
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The results of assumption test show that the data sample fulfill the assumptions of normality and
homogeneity of variance, so it can be tested by independent samples t test. The result of independent sample t
test to the single-student normalized gain score of the the students’ environmental care attitudecan be seen in
Table 5.
TABLE 5.THE RESULT OF INDEPENDENT SAMPLE T TEST
t df Mean Difference Sig. (2-tailed)

3.154 71 0.16424 0.002
Based on Table 5, the result of independent samples t testto the single-student normalized gain score of
students’ environmental care attitude generate sig. 0.002. Because the generated sig. value is lower than 0.05,
the H0 is rejected. It means, there is statistically significant difference between students’ environmental care
attitude in experimental group and control group. So, based on independent samples t testto the single-student
normalized gain score at significance level 0.05, theimplementation of scientific approach-based integrating
onion agriculture potential is effective in improving the student’s environmental care attitude.
IV. CONCLUSION AND SUGGESTION

Based on the study results and discussion can be concluded that the implementation of scientific
approach integrating onion agriculture potential is effective in improving the students’ environmental care
attitude.
The subject matter raised in this study is limited to the science object and observations(Objek IPA dan
Pengamatannya). Therefore, it is necessary to conduct further research to gain the advantages of the
implementation scientific approach integrating onion agriculture potenstial on the other subject matter and
student competences.
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126-137, Oktober 2015.
[6] W. Harlen, The Teaching of Science. London.: David Fulton Publisher, 1992.
[7] D. A. Uswatun and E. Rohaeti, "Perangkat Pembelajaran IPA Berbasis Inkuiri Untuk Meningkatkan
Critical Thinking Skills dan Scientific Attitude Siswa," Jurnal Inovasi Pendidikan IPA, vol. 1, no. 2, pp.
138-152, 2015.
[8] M. K. Panth, P. Verma, and M. Gupta, "The Role of Attitude in Environmental Awareness of Under
Graduate Students," International Journal of Research in Humanities and Social Studies, vol. 2, no. 7, pp.
55-62, July 2015.
[9] K. Ghosh, "Environmental Awareness Among Secondary School Students Of Golaghat District In The
State Of Assam And Their Attitude Towards Environmental Education," IOSR Journal Of Humanities And
Social Science (IOSR-JHSS), vol. 19, no. 3, pp. 30-34, 2014.
[10] I. S. Arty, "Pendidikan Lingkungan Hidup tentang Bahaya Polutan Udara," Cakrawala Pendidikan, vol.
Th. XXIV, no. No. 3, pp. 385-404, November 2005.
[11] D. Hassan and G. P. Ratnakar, "A Study Of Relationship Between Environmental Awareness And
Scientific Attitudes Among Higher Secondary Students," Indian Journal of Applied Research, vol. 1, no.
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12, September 2012.

[12] P. M. Kutanegara et al., Membangun Masyarakat Indonesia Peduli Lingkungan. Yogyakarta: Gadjah Mada
University Press, 2014.
[13] A.S. Keraf, Etika Lingkungan Hidup. Jakarta: Penerbit Buku Kompas, 2010.
[14] J.R.E. Kaligis, S. B. Kisworo, and M. Miarsyah, Pendidikan Lingkungan Hidup. Jakarta: Penerbit
Universitas Terbuka, 2006.
[15] Paidi, "Biologi, Sains, Lingkungan dan Pembelajarannya dalam Upaya Peningkatan Kemampuan dan
Karakter Siswa," in Seminar Nasional IX Pendidikan Biologi, vol. 9, Surakarta, 2012, pp. 14-18.
[16] Menteri Pendidikan dan Kebudayaan RI, Peraturan Menteri Pendidikan Republik Indonesia Nomor 103
Tahun 2014 Tentang Pembelajaran Pada Pendidikan Dasar dan Pendidikan Menengah, 2014.
[17] T. R. Joni, "Pembelajaran yang Mendidik: Artikulasi Konseptual, Terapan Kontekstual dan Verifikasi
Empirik," Jurnal Ilmu Pendidikan, vol. 12, no. 2, pp. 1-37, 2005.
[18] G. F. Yeni, A. Putra, and Hufri, "Pengaruh Handout Berorientasi Pendekatan Saintifik Terhadap Hasil
Belajar IPA-Fisika Siswa Kelas IX SMP Pertiwi 2 Padang," Pillar Of Physics Education, vol. 5, pp. 97-
104, 2015.
[19] Tarjuki, "Pengembangan LKPD Berbasis Pendekatan Saintifik dengan Mengoptimalkan Sumber Belajar
Lokal untuk Meningkatkan Keterampilan Proses IPA dan Sikap Peduli Lingkungan," Yogyakarta, Graduate
School of Yogyakarta State University, Tesis, unpublished, 2015.
[20] D. Setiawan and I. Wilujeng, "Integration Of Brebes Onion Agriculture Potential Into Science Learning
Using Scientific Approach," in Proceeding International Seminar on Science Education, Yogyakarta,
Graduate School of Yogyakarta State University, 2015, pp. 56-65.
[21] Sugiyono, Metode Penelitian Kombinasi (Mixed Methods). Bandung: Penerbit Alfabeta, 2012.
[22] R. R. Hake, "Six Lessons From The Physics Education Reform Effort," Lat. Am. J. Phys. Educ, vol. 1, no.
1, pp. 24-31, 2007.
[23] R. R. Hake, "Interactive-engagement vs Traditional Methods: A Six-Thousand-Student Survey of
Mechamics Test Data for Introductory Physics Courses," American Journal of Physics (Am. J, Phys.), vol.
66, no. 1, pp. 64-74, 1998.
[24] V. P. Coletta, J. A. Phillips, and J. J. Steiner, "Interpreting Force Concept Inventory Scores: Normalized
Gain and SAT Scores," Physical Review Special Topics - Physics Education Research, vol. 3, pp. 010106-
1- 010106-5, 2007.
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Activism of The Students in Reflective Thinking Learning

Method with Brainstorming and Oriented in Question
Fajar Fitri1
1
Physics Education, Ahmad Dahlan University, Yogyakarta
e-mail: fajar.fitri@pfis.uad.ac.id
Abstract— The purpose of this research is to know and compare activism of the college
students after they implemented Reflective Thinking learning method with an appproachment
that oriented in question and brainstorming in Basic Natural Science. The method of this
research is quasi experimental. The sample of this research is college students of Ahmad
Dahlan University in second semester of the 2014/2015 school year that were learning Basic
Natural Science. The research was done in two classes, wich in each class was given a
learning with Reflective Thinking. Class A with an appproachment that oriented in questions
and class B with brainstorming. Observation was done to know activism of the college
students. Based on research, we could conclude that the activism level of the students in
Reflective Thinking learning method with an appproachment brainstorming is higher than the
activism level of the students with an appproachment that oriented in question.
Keywords: Reflective Thinking, activism, brainstorming
I. INTRODUCTION
In following Basic Natural Sciences lecture, students of Ahmad Dahlan University tend not to be quite
active. They only had a little discussion, listening and partly wrote what the lecturer’s said. While the learning
method that the lecturer uses was a speech with the help of power point presentation.
When people think about transfer, it is common to think first about learning something and then assessing
the learner’s abilities to apply it to something else [1]. But even the initial learning phase involves transfer
because it is based on the knowledge that people bring to any learning situation. Teaching is more than telling
[2]. Effective teaching requires a great deal of thought, preparation, and design. The analysis of the teaching
process includes six elements, as in [3], these are:
1. Identification of potential learners, estimating their requirements and breaking the ice.
2. Creation, selection, and preparation of tasks, experiences, and activities.
3. Preparation of resources.
4. Performance of tasks, roles, and responsibilities.
5. Assesment and feedback on learning.
6. Evaluation and reviewing of teaching.
Activities consist of two things which are physic activity and mental activity. Student activity in learning is
very important. Both are a unity that cannot be separated. The materials will be easy to understand when
students are active in learning. So the more active the student, the better the learning will be. Various student
activities in learning are:
1. Visual activity (e.g. reading, watching demonstration pictures, experiment, watching other’s work).
2. Oral activities (e.g. explaining, formulating, asking, giving suggestion, having a notion, holding
interview, discussion).
3. Listening activities (e.g. listening conversations, discussion, music, speech).
4. Writing activities (e.g. story-writing, opus-making, report, inquiry, duplicating).
5. Drawing activities (e.g. drawing, graph-making, map, diagram)
6. Motor activities (e.g. experiment, construction-building, playing).
7. Mental activities (e.g. responding, remembering, problem-solving, analyzing, decision-making).
8. Emotional activities (e.g. put an interest, feeling bored, happy, excited, enthusiast, calm).
Reflective thinking is a part from the research method which was told by John Dewey. In fact, he defined the
educational process as a continual reorganization, reconstruction and transformation of experience [4]. His
opinion as in [5]: Education is a social process where people who hasn’t been mature (especially children) is
invited to socialize with people. The education purpose is giving a contribution in self and social development
through experience and problem-solving which goes on reflectively (reflective thinking). According to John
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Dewey, reflective thinking in problem-solving is a process of active-thinking, carefulness, which based on

thinking process aimed on five-step-definitive conclusions, which are:
1. Students recognize problems that come outside the student’s self.
2. Students will investigate and analyze the difficulty and determine the problem they face.
3. Students connect the analysis results or one another and collect the hypothesis to solve the problem.
Students do it on their experience guidance.
4. Students consider the possible answers or hypothesis with each cause.
5. Students try to practice one of the possible answer which they consider as the best. The result will proof
whether it is right or wrong. If it is wrong, then they will try the other answer until they find the exact
problem solving.
John Dewey told that the thinking process goes these steps below:
1. The felt need
2. The problem
3. The hypothesis
4. Collection of data as evidence
5. Concluding belief
6. General value of the conclusion
Problem solving method in reflective thinking can be gotten from many ways. Such as brainstorming and
question-oriented approach. Brainstorming method is also known as giving suggestions.
Brainstorming method is a discussion form to collect opinions, arguments, informations, knowledges,
experiences from all participants. On brainstorming method, other person’s opinion is not to be responded. This
method base on argument that some people are possible to have more opinions than others. In brainstorming,
will be served a problem, then participants are invited to propose any idea about it, no matter how strange it is.
Strange ideas are not priori rejected, but analyzed, synthesized and also evaluated. There may come the
unexpected problem solving.
Question-oriented approach needs group to consider series of questions in order to still have orientation on
their purpose. Questions in this approach are arranged to help the group identifies important issues that will be
solved. Besides, those questions can also make the group formulating the best solution that can be done.
II. RESEARCH METHOD
This research method is quasi experimental. There are two classes in this research, class A as experiment class
and class B as control class. In class A, students have the reflective thinking kind of learning with question-
oriented approach, while class B has brainstorming learning.
TABEL 1. REFLECTIVE THINKING RESEARCH DESIGN
Class Treatment Activity

A Question-oriented V
B Brainstorming V
The data sample in this research are students of Ahmad Dahlan University in 2014/2015 period in even
semester who were majoring Basic Natural Sciences on class A and class B. This observation was done during
the learning process to know the student’s activity. Class A observation result will be compared to class B
observation result to know which class has more active student. Student activity observation paper is arranged
with Likert scale as:
TABEL 2. STUDENT ACTIVITY OBSERVATION SCALE
score Activity
1 Inactive
2 Less active
3 Active
4 Very Active
The success percentage (SP) of student activity can be counted with this formula below:
SP = x 100% (1)
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III. THE RESEARCH RESULT AND EXPLAINATION

The reflective thinking learning was given on each class A and class B three sessions. The material that was
given was scientific method and the technology impact. Class A with question-oriented approach while class B
with brainstorming approach. During the learning process an observation was done to the students’ activity. The
results of the students’ activity observation can be drawn into this table below:
TABEL 3. ACTIVITY OF STUDENTS IN CLASS A (WITH QUESTION-ORIENTED APPROACH)
Number Activity indicator 1st sess. score 2nd sess. 3rd sess. score Average
score score
1. Active on giving opinion 19 21 22 20,7
2. Active on asking 15 17 18 16,7
3. Active on responding 17 19 19 18,3
4. Listening to friend’s opinion 22 23 23 22,7
carefully
5. Giving chance to friends for 19 20 20 19,7
responding/asking
6. Answering friend’s question 23 23 23 23
correctly
7. Report-writing 30 30 30 30
Average 20,7 21,9 22,1 26,5
TABEL 4. ACTIVITY OF STUDENTS IN CLASS B (WITH BRAINSTORMING APPROACH)

Number Activity indicator 1st sess. score 2nd sess. 3rd sess. score Average
score score
1. Active on giving opinion 35 35 35 35
2. Active on asking 36 36 36 36
3. Active on responding 36 36 36 36
4. Listening to friend’s opinion 29 30 30 29,7
carefully
5. Giving chance to friends for 30 31 32 31
responding/asking
6. Answering friend’s question 28 30 31 29,7
correctly
7. Report-writing 31 31 31 31
Average 32,1 32,7 33 33,8
If it is drawn in graph, then the observation data of average student activity in class A and class B can be seen
below:
FIGURE 1. GRAPH OF STUDENT ACTIVITY OBSERVATION RESULT ON CLASS A AND CLASS B
The success percentage of student activity on class A can be calculated as:

Success Percentage on Class A (SPA) = x 100%
SPA = x 100% = 66.25%
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The success percentage of students’ activity on class B can be calculated as:

Success Percentage on Class B (SPB) = x 100%
SPB = x 100% = 84.5%
Based on Success Percentage calculation above, then could be compared that student in class B had a higher
Success percentage compared to class A. So students who did reflective thinking with brainstorming method
were tend to be more active that students who did reflective thinking with question-oriented method.
In class A (question-oriented) students were less active, compared to class B (brainstorming). This happened
because when discussion was directed with question, students were rived on those questions, which meant that
their ideas were limited. Finally, some of them only chatted with their friends outside the discussion topic. Only
few students from the group who looked seriously discussed those questions. So that, the discussion’s situation
would feel strained and be less active. Unlike the brainstorming’s situation. Students were not limited with list
of questions when they had a discussion. Even more, each student must tell all of his ideas to the group. The
ideas were unlimited and none was able to comment or criticize all of the ideas that had been told. Therefore, all
students were involved actively in discussion. Even more, in brainstorming, students were timeless and the
learning felt defiant and fun. The group’s conclusion was the summary of all ideas that were told by students.
IV. CLOSING
Based on the research result, there is obtained a conclusion that on reflective thinking learning, student’s
activity who applied brainstorming method was higher than the question-oriented method. In applying the
reflective thinking learning method, time setting is very important in order to get an effective and efficient
discussion. Besides, students have to do a preparation before the learning that is understand the materials in
order to get an active and aimed discussion.
REFERENCES
[1] Bransford. D. John, How People Learn: Brain, Main, Experience, and School. Washington, DC: National Academy Press, 1999.
[2] Trowbridge, Leslie, W., Becoming A Secondary School Science Teacher. Fifth Edition. Melbourne: Merrill Publishing Company,
1990.
[3] Cross, Sue, Adult Teaching and Learning. Glasgow: The McGraw Hill Companies, 2009.
[4] Dewey, John, Experience and Education. New York: Macmillan, 1938.
[5] Rodgers Carol, “Defining Reflection: Another Look at John Dewey and Reflective Thinking,” Teachers College Record Volume 104.
Number 4, June 2002, pp. 842-866. Copyright@ by Teachers College. Columbia University.
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SE – 09
Development The Subject Specific Pedagogy (SSP) of

Natural Science to Optimize Mastery Knowledge, Attitude,
and Skills Junior High School Students in Yogyakarta
Insih Wilujeng1, Zuhdan Kun P1, Djukri2
1
Department of Science Education, Yogyakarta State University
2
Department of Biology Education, Yogyakarta State University
insih@uny.ac.id
Abstract— Research development in the 1th year aim to develop the Natural Science’s SSP for JHS
students that can used as a reference for natural science learning activities, so can optimize the mastery
of knowledge, attitude, and skills students. The design of the study is a developmental research from
Borg and Gall with 10-step. In the first year only managed to reach the design stage and instrument SSP.
The instruments for collecting data are validity of products; test to measure the achievement aspects of
knowledge, observation sheets to measure the aspects of skills and attitudes, as well as a questionnaire to
measure the aspects of attitude. The results of the study are generated 8 package Natural Science SSP
JHS for materials: 1) change of substance; 2) acid, base, and salt; 3) expansion; 4) the structure and
function of the network; 5) photosynthesis; 6) the digestive system of food; 7) survival; 8) dynamic
power. The result of the development of instruments includes instrument validation 1) syllabus; 2) RPP;
3) LKS; and 4) assessment. While SSP ratings include 1) aspects of test for knowledge; 2) non-test for
aspects of attitude; and 3) test the performance aspect skills.
Keywords: Science SSP, knowledge, attitude, skiils
I. INTRODUCTION
The success of science teaching in junior high school (JHS) is strongly influenced by the learning
design that conduct in class. Mastery of teacher’s competence in science as a whole will determine the success
of science learning. Based on UU No. 14 tahun 2005 Tentang Guru dan Dosen, pasal 10, ayat (1), states that:
the teachers ‘competency includes: pedagogical, personal, social, and professional competence acquired through
professional education. When teacher mastery four of competencies, will create a learning design as expected.
The successful learning depending on standard design learning that conducted was the obtaining of the success
of learners after participating in learning activities is the form acquisition of knowledge, attitude and skills.
Based on the results of the discussion with colleagues in MGMP of Yogyakarta, there are still a lot of
complaints when the science teacher should taught integrated science. A Science teacher that currently exists is
the incarnation of specific scientific disciplines such as physics, biology, and chemistry. Science teachers that
already exists with diverse disciplines must adapt to science teaching is carried out in an integrated manner.
Under these conditions, the ability of a science teacher who is currently on average have not been able to
prepare the design of learning science as a whole, so that the implementation cannot be accommodated it well.
Those problems can be overcome with the help of the science teachers SMP Yogyakarta to prepare
design of learning is good and right, which is expected to broaden the teachers, thus more capable of learning
design, especially the areas of integrated IPA yet secured. Handayani (2014) stated, that the implementation of
learning requires a special component known as Subject Specific Pedagogy (SSP). SSP is a result of the
teachers' thoughts contained in the components of learning. SSP components, among others: (1) the syllabus; (2)
Learning Implementation Plan (RPP); (3) The student Worksheet (LKS); and (4) assessment.
Based on this background, the researchers will develop SSP required for SMP teachers Yogyakarta so can be
used to overcome these problems. As for the development in question is Subject Specific Pedagogy (SSP) IPA
for optimizing mastery of Knowledge, Attitude and Skill of Students SMP Yogyakarta. This study aimed to
describe the Science’s SSP as a benchmark development activities science teaching junior high school in the
city of Yogyakarta in order to optimize the mastery of knowledge, attitude, and skills.
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II. THEORITICAL REVIEW

Subject Specific Pedagogy (SSP)
The characters of Subject Specific Pedagogy (SSP) are a packaging of study material into a
comprehensive set of learning and educating. SSP consists of five basic components, namely the syllabus,
lesson plans, student books, worksheets, and assessment. Has not provided a learning tool as SSP in SHS that
integrated with the knowledge, skills and attitudes / values of the characters, so the natural science’s SSP should
be developed.
Preparation of natural science teachers that master of the content and methods of delivery (teaching) for
students, known as Approach PCK (Pedagogical Content Knowledge). PCK provides a basis to think that the
teaching of natural science is not enough with understand content material (knowing science) but also (how to
teach). Natural science’s teachers must have knowledge of science learners, curriculum, instructional strategies,
and assessment so that can carry out the transformation of natural science knowledge. Some grounding in the
underlying need to develop instructions on natural science education based PCK.
The study is required to determine the characteristics of natural science education with content knowledge, skill
and affective. In the PPG curriculum 2014, learning field of study that educate subject-specific pedagogy (SSP)
includes the development of learning tools (teaching materials, methods, media, evaluation and RPP)
corresponding KI and KD in SHS and according to the level of the class.
According to an article from a university in Illinois, to teach the natural science for students, teachers
need Pedagogical Sciences (PS). PS including an understanding of the content of science and inquiry process,
knowledge about children, how children learn, and skills to facilitate experiences of children in a way that
supports active investigation and conceptual development. Furthermore, a program designed to build PS’s
teacher PS is Foundation Science Literacy (FSL). This course combines face-to-face instruction with mentoring
and tasks based of performance. FSL incorporate six key elements proved instrumental in supporting teacher
learning: (1) approach to science teaching based inquiry well-defined and well structured, (2) the content of the
science carefully selected, (3) hands-on, approach learning based the teachers themselves and inquiry, (4) the
opportunity to apply new learning through analysis, (5) tasks based on performance, and (6) mentoring
According to Adela Solis in article of INDRA, Pedagogical Sciences, core of area Pedagogical Content
Knowledge Area, PCK describe that make the difficult topic can easy to learn. To teach all of students in
accordance with current standards, teachers do need to understand the subject matter deeply and flexibly so they
can help students map out their ideas themselves, relate one idea to another, and re-direct their thinking to create
a powerful learning. Teachers also need to see how ideas connect across the field and everyday life. It is the
building block of pedagogical content knowledge.
This is important, because after all, pedagogical content knowledge has become a special subject. How
PCK example in the core subject areas of language, science, mathematics and social sciences. How this
knowledge compared with other knowledge of the teachers? Comparative view of teaching standards shows
different expectations with regard to teaching content knowledge, pedagogical knowledge of general and
pedagogical content knowledge (NBPTS, 1998). Standards are organized in this way is a ready-made guide for
practitioners to use in directing specific learning content teachers. Furthermore, these differences in the
knowledge base can be used to assess the planning and implementation of professional development of teachers
overall content.
Briefly stated that the central content of effective teaching is pedagogical content knowledge of
teachers. If we want to improve the quality of teaching and learning in the core content, we need to fight some
old tradition in learning. Instead, we must recognize and expand the horizons of experts who develop
competencies in teaching the subject matter. We must have a commitment to the development of professional,
high quality targeted to develop these skills. When we do this, we support the growth of teachers as a personal
and professional experts can lead students to academic success. Simultaneously, we will contribute to the
realization of the objectives and priorities of the classroom and the school system as a whole. We need to
discuss how the general knowledge of PC juxtaposed with diverse pedagogical knowledge to be applied in a
training program that addresses the needs of teachers in the classroom with diverse student populations.
Optimal
According to Indonesian dictionary online, Optimal has the meaning the best, the highest, most
profitable. Optimizing have meaning makes the best or highest. Understanding optimization according to the
Dictionary of Indonesian Language (Departemen Pendidikan, 1995: 628) is derived from the optimization of the
optimal word which means the best, the highest so optimization is a process or optimize elevate or boost.
Based on the above understanding, authors conclude optimize is a process that is done in the best way
in a job to earn a profit without decreasing the quality of work. In this case the SSP product could optimize
mastery of knowledge, attitude and skills of learners.
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Knowledge, Attitude, dan Skill

Karmilati (2012) states that knowledge, attitude, and skill have the following definitions: knowledge
is a condition/conclusion or information that describing knowledge after receiving information compared with
prior knowledge owned. The knowledge of the person can be grouped into three categories: (1) declarative
knowledge is factual information on a subject that is stored in one's memory. (2) Procedural Knowledge is one's
understanding about how and when to use factual information. (3) Knowledge Strategy is knowledge of the
facts and procedures used to plan, monitor and revise the direction of the planned objectives.
The level of competence of a person is determined by its attitude, which will determine how to behave
in a certain way on an object events. Experts argue that human is not born with attitude, they obtained attitude
from the series process of lessons from childhood to adulthood. Attitude involves the evaluation of the issues
over the object or event that is perceived and observed, and put the person in a particular behavior.
Many experts argue that individual knowledge should not be as a result of their skill, but skill is
evidence of the knowledge. Skill is the result of apply their knowledge and abilities. Skill is a talent and learned
person to do a job. Skill will change with training or experienced. Skill divided into three: (1) a Cognitive skill
are the ability to view and analyze the events and observe the important truth, critical thinking skills to analyze
future events and is able to be proactive). (2) Psychomotor skills are skills that involve the ability to perform
physical tasks or technical. (3) Interpersonal skills are personal interaction skills involves the ability to
cooperate with others.
III. METHODOLOGY
This study will be conducted in SMP Yogyakarta that will be determined randomly from 8 schools
(SMP Pangudi Luhur 1 Yogyakarta, SMPN 10, SMPN 4, SMPN 12, SMP Imaculata Yogyakarta, SMP
Muhammadiyah 1 Yogyakarta, SMP Negeri 7, and MTs Mualimin Yogyakarta) and the time of the research
carried out at the end of the 1th semester 2015 (1 June 2015 - 31 November 2015). This research will develop
SSP of natural science JHS to optimize mastery of knowledge, attitude and skills of learners in Yogyakarta.
Types of research
The design of the study is a developmental research. According to Borg and Gall. Educational research
and development (R & D) or educational research and development is a process used to develop and validate a
product of education. This research shaped cycle of repetition of steps to produce and test the effectiveness of
the products through the validation and testing.
The study design used for field testing of product is randomized pretest-posttest control group design
and can be seen in the Figure1.
Group Pretest Treatment Postest

KE O1 X O2
KK O3 - O4
FIGURE 1. DESIGN FIELD TESTING OF PRODUCT
Subject of the Research

Subject of the research were students of class VII, VIII, IX SMP city of Yogyakarta in the academic year
2015/2016. While the study sample was taken 6 class at random from the population as experimental class and
control class in the field tests of the products developed.
Model and Research Procedure
According to Borg and Gall, there are 10 steps in the procedure development, that is:
a. Research and information collecting (research and data collection)
b. Planning
c. Develop a preliminary form of the product (draft product development / product early)
d. Preliminary field testing (field trials beginning)
e. Main product revision (revising the test results)
f. Main field testing (field trials)
g. Operational product revision (improvement of products, field test results)
h. Operational field testing (test field implementation)
i. Final product revision (improvement of the final product)
j. Dissemination and implementation (dissemination and implementation)
Model and procedures development in this study modified into 5 steps as follows:
The first year
a. Preliminary study: analysis of materials science class VII, VIII, IX and analysis of the results of the 1st
half of the space research observation and condition / situation.
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b. Design: syllabus, lesson plans, teaching materials, and models of CNS.

The second year
c. Stage of development: expert validation , revision, peers assessment, friends teachers, revision
d. The implementation stage: limited trial, revisi expanded ,field testing, revision, final product.
The third years
e. Dissemination of product
Design evaluation and assessment products: using instruments for validator and instrument for assessors.
Subject validation and assessors: Experts/evaluator, student friends/other teachers of the school, a school
teacher friend. Design test: product trials conducted twice, limited testing and field tests using the
experimental group and the control group. Instrument: validation instrument, and the instrument for which
data is collected
Data were collected with:
1. Pretest and average pretest results are used to determine the grade used as an experimental class and
control class.
2. From the class samples, performed treatment using the SSP that had been prepared for learning
material that has been determined based on the time of data collection.
3. During treatment and after treatment is given taken the assessment data that includes knowledge,
attitude, and skills to students who are in the experimental class and control class.
The instruments are needed in data collection that is: Validation of early product SSP; Instruments of
the result preliminary fiels testing; Revised Instrument of Products; Instrument of field testing; Pretest; Data
recap pretest; Instrument assessment aspect attitude; Posttest; Data recap posttest.
IV. RESULTS AND DISCUSSION

Results from the design stage which includes a variety of materials, models, products, and dimensions of
learning outcomes are presented Table 1.
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TABLE 1. LIST OF SSP COVERAGE DESIGN RESULTS

Number Materials Model Product Knowledge Attitude Skills
1 Photosynthesis Contekstual Teaching and Syllabus, lesson plans, Learning achievement Discipline Observation skills
Learning worksheets, assessment
2 Structure and Function of Guided Discovery Syllabus, lesson plans, Cognitive competence conscientious psychomotor
Plants Network worksheets, assessment
3 Substance Changes Discovery Learning Syllabus, lesson plans, Learning achievement environment respect Problem solving
worksheets, assessment
4 Acids, bases and salts Guided Inquiry Syllabus, lesson plans, Comprehension curiosity Science process skills
5 Digestive system Discovery Learning Syllabus, lesson plans, Cognitive competence curiosity Scientific Methods
6 Survival (Adaptation) Problem Based Learning Syllabus, lesson plans, Cognitive product environment respect Problem solving
7 Expansion Lab Work Syllabus, lesson plans, Cognitive product creative Practical Skills
8 Dynamic electricity Lab Work Syllabus, lesson plans, Learning achievement curiosity Science process skills
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TABLE 2. DESCRIPTION OF MULTIPLE REVISIONS BASED FGD PRODUCT SSP SSP 1 AND 2
SSP 1
Syllabus : ligning components on the syllabus of learning activities, indicators, assessment.
: Revise the words operational work more precisely
Lesson Plan Add the image number
numbering equation
On learning activities need to be specified stages of lab work
Student : On the tools and materials need to be specified using the numbering.
Worksheet Writing the equation in italics.
assessment : In the multiple choice test is still there such as "look at the picture above, was revised to look at the picture on
the side.
Writing items that contain elements symbol in italics
Between the attitude and curiosity should be detailed
Need to explain every aspect of the lab work.
SSP 2
Syllabus : Writing SK, KD straightened
The learning activities in accordance with contextual learning
Competence achievement indicator is assigned a value SK 2, KD: 2.2 Indicators: 2.2.1, and so on.
Lesson Plan : Writing SK and KD.
2. Understand system in the plant life.
2.2. Describe transformation process of acquiring nutrients and energy in green plants
Competence achievement indicator is assigned a value SK 2, KD: 2.2 Indicators: 2.2.1, and so on.
Revision of the typing learning materials (no.1-4)
Learning preliminary steps there is motivation, apperception.e.
Core activities appropriate contextual learning
Student : Layout LKS made interesting
Worksheet
Assessment : Remove the statement questionnaire no 19-21
Observation skills performed on process pick-test learning the work of LKS
TABLE 3. DESCRIPTION OF SEVERAL REVISIONS BASED FGD PRODUCT SSP 3 AND 4

SSP 3
Syllabus : On learning activity comes with a description of integration of spiritual and social attitudes
Lesson Plan : The core activity describe the scientific approach and discovery learning
Student : Student worksheet shows activity in stage 5M
Worksheet
Assessment : Revision of test cognitive competence
For instruments scientific competence improved method to be equipped with pick-test assessment
scores work according to the stages in LKPD.
SSP 4
Syllabus : Systematics characteristics lab work sorted logically
Sentence created a line fot KD, subject matter, learning activities, indicator, and instruments
Written sources such as a bibliography
Indicators are sorted according to the characteristics of systematic lab work
Lesson Plan : Core activities adjusted for lab work
Methodsof learning just lab work
Writing source in accordance with the guidelines
Student : Sentences on the work steps create a short, not too long
Worksheet The variable is replaced by a factor
The identification of problems
Assessment : Problem corrected to conform to the lab work
Instrument repaired on the score
Instruments be adapted to the practical skills
TABEL 4. DESKRIPSI BEBERAPA REVISI PRODUK SSP BERDASAR FGD SSP 5 DAN 6
SSP 5
Syllabus : Instrument Validation:
On Teaching and Learning, the instrument should focus on Guided Discovery Model, described syntax.
Product Syllabus:
At the Learning Activities are explicit guided discovery
Lesson Plan : Instrument Validation:
learning activities refer syntax of guiden discovery
Student : Instrument Validation:
Worksheet Guided Discovery components are described as on lesson plan:
Stimulus
Problem statement
Data Collection
Data Processing
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Verification
Generalization
Assessment : Make the kisi-kisi of assesment
SSP 6
Syllabus : On Teaching and Learning, the instrument should focus on Discovery Learning Model, described
syntax.
Lesson Plan : Learning resources to load different types of books, authors, year of publication, pages.
Student : Step Problem solving is separated from LKS.
Worksheet
Assessment : revision of some indicators oassesmentf
TABLE 5. DESCRIPTION OF SOME REVISIONS BASED FGD PRODUCTS SSP 7 AND 8

SSP 7
Syllabus : Learning activities refers syntax PBL
1) Determine the Problem
2) Analysis of Learning Problems and Issues
3) Meetings and Reports
4) Presentation Solutions and Reflection
5) Conclusion, Integration, Evaluation
Lesson Plan : Teacher and Student Activity clarified
Map concept of the material survival equipped
Student Worksheet : Made more attractive, font changed
The verb shortened
Assessment : Problem Formulation 1, 4, and 23 repaired
Distractor question no 2 and 3 fixed
Formulation of about 2, 3 and 4 rep
Results of FGD used as input material revisions or improvements SSP, in order to obtain a revised SSP.
Revised SSP will be validated on experts and practitioners, as well as tested in the study in 2th year.
V. CONCLUSIONS AND FOLLOW UP

th
Based on the results of the 1 year of the research in the first year, it can be concluded as follows. The
design phase is based on preliminary studies, it produced 8 SSP package IPA for class VII, VIII, and IX.
Components of SSP include syllabi, lesson plans, worksheets, and assessments. 8 package that has been
designed SSP presented in a focus group discussion, so get input for the revision material of SSP natural science
SSP. As a follow-up to the design stage, it will proceed the 2th year study in the second form of validation
experts and practitioners IPA SSP design and limited test results
REFERENCES
Ghullam Hamdu & Lisa Agustina, (2011).Pengaruh Motivasi Belajar Siswa Terhadap Prestasi Belajar IPA di Sekolah Dasar.Jurnal
Penelitian Pendidikan Vol. 12 No 1.
Isniatun Munawaroh. 2013. Urgensi Penelitian dan Pengembangan. Yogyakarta: Studi Ilmiah UKM Penelitian UNY
I Made Alit Mariana & Wandy Praginda. (2009). Hakikat IPA dan Pendidikan IPA Untuk Guru SD. Bandung: PPPPTK IPA.
Judth Haris, Punya Mishra, Mathew Koehler. (2009). Technological Pedagogical Content Knowledge and Learning Activity Types:
Curriculum-based Technology Integration Reframed. U.S. & Canada: International Society for Technology in Eduction.
Kasdan Todd B, Rose Paul, FinchamFrank D. (2004). Curiosity and Exploration: Facilitating Positive Subjecttive Experiences aand
Personal Growth Opportunities. Lawrence Erlbaum Associates. Inc: Journal Of PersonalityAssessment, 82(3)
Karmilati dan RR. Niken Purbasari. 2012. Pengukuran Kinerja Usaha Kecil menengah Menurut Faktor Kompetensi Sumber Daya Manusia.
Jurnal Bisnis dan Akuntansi Vol 14, No 3 desember 2012 hal 227-238
Lilik Zubaidah, dkk. (2013). Pengaruh Faktor komunikasi, Kepribadian Ekstraversi, dan Kepribadian Ketelitian Terhadap Prestasi Kerja.
UNiversitas Negeri Suranaya: Jurnal Ilmu Manajemen.
Litman Jordan A. (2005). Curiosity and the pleasures of learning: Waiting and liking new information. University of South Florida, Tampa,
FL, USA: Psychology Press Ltd.
Nana Syaodih Sukmadinata. 2013. Metode Penilitian Pendidikan. Bandung: Rosdakarya
Peter. F. Oliva. 1992, developing the Curriculum Five Edition. New York: HerperCollins
Sarwanto. 2013. Analisis Pengembangn Subject Specific Pedagogy di FKIP UNS. Jurnal Kependidikan Vol 43, No. 2, Nopember 2013, hal
144-153
Sugiyono. 2013. Metode Penelitian Pendidikan. Bandung: Alfabeta
Sukis Wariyono, dkk. 2008. Ilmu Alam Sekitar Panduan Belajar IPA Terpadu untuk Kelas IX SMP/MTs. Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasiona.
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SE – 10
Developing Computer-Based Instructional Media on Sound

Wave and Hearing Topics to Improve Learning Outcomes in
Observing, Questioning, Collecting, Associating or
Analyzing, and Communicating Information
Laifa Rahmawati1
FKIP Universitas Ahmad Dahlan Yogyakarta
laifa.rahmawati@gmail.com
Abstract—The aim of the study is to describe the improvement of students’ learning

outcomes in observing, questioning, collecting, associating or analyzing, and communicating
information after utilizing developed media. This study was categorized as a Research and
Development (R&D) design adapted from Borg & Gall models. It consisted of five stages:
(1) need assessment, (2) instructional design, (3) media development, (4) validation, revision
and product testing, and (5) dissemination. Instruments for collecting the data were validation
questionnaires and pre-test and post-test question sheets to measure students’ aspects of
observing, questioning, collecting, associating or analyzing, and communicating information
on sound wave and hearing topics. Learning outcomes measurement on aspects of observing,
questioning, collecting, associating or analyzing, and communicating information of 8th
grade students of SMPIT Alam Nurul Islam were administered using one-group pre-test and
post-test experiment design and analyzed by using gain score analysis. The results of the
process are computer-based instructional media on sound wave and hearing topics. The
conclusions of this study is the use of the media improves students’ learning outcomes in
observing, questioning, and collecting, associating or analyzing, and communicating
information skills. It is shown on the gain score difference which is 0.56 categorized as
“medium”.
Keywords: instructional media, sound wave, hearing, learning outcomes
I. INTRODUCTION
Kurikulum 2013 is one of the referenced curriculum of learning in Indonesia. The learning process developed
in Kurikulum 2013 includes educational process in which students develop the knowledge, thinking skills, and
psychomotor skills through interaction with learning resources. In this study, the ability of 5M which consists of
the ability to observe (mengobservasi), ask (menanya), gather information (mengumpulkan informasi), associates
or analyze (mengasosiasi / menganalisis), and communicate what was found through analysis developed by
students (mengkomunikasikan).
Science is a subject which is composed of four branches of science, namely chemistry, physics, biology, and earth
and space sciences. Kurikulum 2013 mandated that teaching science in junior high school have to be taught in an
integrated [1].
Science as an integrated learning helps students understand the relationship between the concepts of science.
One material in science which is abstract is material of sound waves and hearing. This material is contained in the
Basic Competence 3.5 for class VIII. Basic Competence 3.5 mandates the introduction of the concept of
vibration, waves, sound and hearing, and its application in sonar systems in animals and in everyday life. The
concept of vibration, wave, sound, sonar systems in animals and in everyday life is an abstract concept in the
disciplines of physics. The concept of hearing is an abstract concept that is on the disciplines of biology.
Observations in SMPIT Alam Nurul Islam shows that there has been no learning media in the topic of sound
waves and hearing which is arranged integrated based on Kurikulum 2013 which facilitate the development of the
5M ability. The use of the media during the learning process of an abstract science material can substitute the
experience by presenting a simulated real experience. The use of media can also attract students to learn the
abstract material [2]. Therefore, it is important to develop a integrated science learning media in the topic of
sound waves and hearing which facilitate the development of the 5M ability.
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II. RESEARCH METHOD

This study is a research and development, which has produced a product orientation. Products which is
developed in this study is an integrated science learning media in the topic of sound waves and hearing to
facilitating the development of the 5M ability.
Development procedure in this research refers to the stage of the development model which is adapted from
the Borg and Gall model [3] and set by researchers. Procedure development on the study include five main stages,
namely (1) the analysis of needs, (2) learning design, (3) the development of media, (4) validation, revision and
testing of products, and (5) dissemination of limited research and development ,
III. RESULT
Result gained from this research and development study is a learning media in the topic of of sound waves
and hearing for junior high school students which developed using Macromedia Flash Professional 8. The media
consists of seven main menu, the media guide, a developer profile, learning objectives and competencies,
materials, training, evaluation, and self-assessment. Product development is done through five main stages,
namely a needs analysis, instructional design, media development, revision and validation of product trials, and
limited dissemination. The results of the needs analysis showed some of the findings in SMPIT Alam Nurul Islam
about the curriculum used is KTSP, science teaching and learning have not been integrated yet, unavailability of
integrated science learning media which accordance to Kurikulum 2013, the number of students, and students'
academic ability. Instructional design phase results of the analysis of competencies, learning objectives, and
especially on the concept of KI-3 and KD-3.5 on Kurriculum 2013.
The development phase is done through the preparation groove media and media fields, collecting supporting
materials, and materials production. The next stage is the stage of validation, revision, and product testing
feedback and suggestions validator of the product into the information parts that require revision in order to repair
the product. More extensive trials carried out at 8th grader at SMPIT Alam Nurul Islam using sound waves and
hearing instructional media.
A test holds to explore the media support to facilitate the development of the 5M ability through the pre-test
and post-test. Analyzed of 5M ability data is done by benchmarking against Kriteria Ketuntasasan Minimum
(KKM) and normalized gain score. KKM for science subjects in SMPIT Alam Nurul Islam is 70. At the time of
the pre-test, there are 9 students who qualify KKM. Average yield pre-test score is 60.87. At the time of the post-
test there are 22 students who qualify for the KKM. Average yield post-test score was 82.61. Presentation of the
results of the analysis of the cognitive aspects of learning outcomes can be seen graphically in Figure 1.
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FIGURE 1. GRAPH ANALYSIS ASPECTS OF 5M ABILITY
The results of the analysis based on the calculation of the gain score showed a value of 0.56. On the
classification of the gain, the value is included in the medium category with the acquisition of 0.56 where 0.7
(<g>) media development results
improve students’ 5M ability. Benchmarking limit of gain score by Hake [4] with the acquisition of the gain
score on learning outcomes 5M viability is presented in Figure 2.
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FIGURE 2. COMPARISON CHART WITH ACQUISITION OF GAIN SCORE ON STUDENTS’ ABILITY OF 5M
The last stage in this study is limited dissemination. Limited dissemination of sound waves and hearing
instructional media made through socialization and surrender to science teachers in SMP Negeri 1 Sentolo and
SMPIT Alam Nurul Islam. Science teacher in SMP Negeri 1 Sentolo and SMPIT Alam Nurul Islam gave a
positive appreciation of the development and use the media to teach the science.
The conclusions of this study is the use of the media improves students’ learning outcomes in observing,
questioning, and collecting, associating or analyzing, and communicating information skills. It is shown on the
gain score difference which is 0.56 categorized as “medium”.
REFERENCES
[1] Kemdikbud. (2013 b). Peraturan Pemerintah RI Nomor 65, Tahun 2013, tentang Standar Proses.
[2] UNESCO. (2010). Current Challenges in Basic Science Education. Paris: Education Sector Publishing.
[3] Borg, W.R., Gall, M.D., & Gall, JP. (2007). Educational Research: An Introduction. Boston: Allyn & Bacon.
[4] Hake, Richard R. (1999). Analyzing Change/Gain Scores. Diambil pada tanggal 7 Oktober 2011, dari
http://physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf.
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SE – 11
Effectiveness of Learning with Authentic Task to Improve

Science Literacy Skill in Unipdu Jombang
Miftakhul Ilmi S. Putra1, Wahono Widodo2, Budi Jatmiko2
1
Dept. of Postgraduate Islamic Education Management, Unipdu Jombang, Indonesia
2
Dept. of Postgraduate Science Education, State University of Surabaya (Unesa) Surabaya, Indonesia
mifta.unesa@gmail.com
Abstract— The aims of this research are to implement a certain authentic task of light
concepts; to evaluate the effectiveness of the task through science literacy skill
includes students performances and students knowledge of the task. The study was
conducted in March - May 2015. Students performance was assesed through
cognitive tests, observation, and interviews. The Research sample of 30 students of
4th Semester is obtained randomly from among students of Science learning Studies
using a stratified random sampling technique. This study was conducted in three
phases, that is, the development of lesson plans and research instrument, validation
of those instruments, and implementation of those instruments in the classroom.
Observation, interview and test were implemented to collect variety information
during implementation of the authentic task. The finding showed that gained scores
of students performance and students knowledge pass the minimum score of
UNIPDU standard. It means the authentic task has positive effect on students
performance and students knowledge of the topic. Result of the research shows that,
learning with authentic task is more effective to improve science literacy skill on
light concepts.
Keywords: Authentic Task, Science Literacy Skill, Authentic Learning
I. INTRODUCTION
The emphasis of these conventional approaches has been on rote memorizing of discrete facts, principles,
or concepts, and teaching them in abstract and decontextualized forms. Consequently, learners tend to adopt a
surface learning, that is an approach toward learning that focuses on remembering knowledge (Yip, 2008) and
view only knowledge as “ the final product of education” (Herrington, Reeves, & Oliver, 2010). Teachers tends to
teach the concept and theories through the conventional approaches (Timmerman, Strickland, & Carstensen,
2008). As a result, students are less able to integrate and apply the concepts that they have learned to solve other
problems in their daily life since the knowledge is stored only as an information rather than as tool for problems
solving (Herrington et al, 2004).
For that reason, it is thought that students need to be involved in the learning activity which allows them
to get real experiences, to internalize the knowledge, and to get relevancy of real world to their work. One of
alternative approaches to achieve these purposes is by engaging students in authentic learning. Gulikers,
Bastiaens, and Martens (2005) revealed that the authentic learning provides a situation where students enable to
use knowledge, skills, and competencies which are needed in real life conditions. In other words, this learning
method stimulates learners to develop abilities which are deemed essential as citizen and for their future
professional life, such as oral and writing communication, collaboration, critical thinking, and problem solving
skills (Puckett & Black, 1994). Furthermore, Herrington et al. (2010) argued that students find it easier to recall
learning experiences which are conducted in realistic contexts than in abstract forms. Newmann and Wehlage
(1993) stated that authentic learning environment can enhance students cognitive performance and motivation to
learn. Similarly, Koenders (2006) reported that authentic learning in an online environment which is implemented
in biology course at university level improves students satisfaction and their experiences in learning.
Herrington et al. (2010) declared that in various learning designs the task is most important thing. In a
similar fashion, Doyle (as cited in Lodewyk & Winne, 2005) described that task is a fundamental component for
instruction in classroom. Thus regarding to implementation, students can be engaged in authentic learning
experiences by providing them appropriate authentic task. Related to the task, Neo and Neo (2010) in the study of
multimedia project found that authentic task can encourage students to be active and highly motivated learners.
Moreover, Gulikers, Bastiaens, Kirschner, and Kester (2006) proved that the increase of authenticity of the task
enables students to learn deeply. In other words, the authentic task enable to affect science literacy skill.
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The authentic task will be more useful for students if they are assisted by a precise type of assessment that
is authentic assessment. Wiggins (as cited in Darling-Hammond, Ancess & Falk, 1995) defined this assessment as
an alternative one which evaluates students performance on task that re relevant to their real life. According to
Wren (2009) the authentic assessment can capture the actual students knowledge and skill which cannot be
conducted through the traditional paper and pencil test. Thus in this research, the two types of assessment,
authentic assessment and paper and pencil test, will be more useful for students if they are implemented together.
As such reason, therefore, this research is established to implement a certain authentic task that replicates
what professionals do in their field as an alternative of traditional teaching approach in light concepts and to
evaluate the effectiveness of the task based on the result of science literacy skill.
II. LITERATURE REVIEW
Authentic learning
Herrington et al. (2010) defined authentic learning as a learning approach which encourages students to
engage in real world relevant tasks which provide chances for “complex collaborative activities”. In line with
these views, Herrington and Oliver (2000) and Honebein, Duffy, and Fishman (1993) revealed that learning
authentically means that the learning enables to encourage students to develop certain knowledge, skills, and
competencies by confronting them with experiences which reflect the professional practice in real workplace.
Thus, the authors viewed that connecting learning to real-life context is the main requirement for ensuring the
authenticity of learning.
Authentic learning is defined as an approach of learning that engages students in activites which require
them to demonstrate knowledge, skills, and competencies as similar as possible to the real professionals actually
do. Thus authenticity is determinated by the degree of fidelity. Herrington and Herrington (2006) contended that
the most important aspect of authentic learning is not “physical fidelity” of the tasks, but process of “realistic
problem solving” which is conducted by students to accomplish the tasks. The authors considered authentic
ptoblem solving ability which is known as “cognitive authenticity” (Herrington & Herrington, 2006) or “construct
– centered authenticity” (Cumming & Maxwell, 1999) as the primary aspect for designing the authentic learning.
Fundamentally, the authentic learning is rooted in theory of constructivist which is developed based on the
work of Piaget and Vygotsky (Mathur & Murray, 2006). This theory proposed the idea that “ learners must
individually discover and tranform complex information if they are to make it their own (Slavin, 2006). Drawing
on this theory, Mathur and Murray (2006) found that authentic learning in physical, emotional, and intellectual
perpectives enables to stimulate student to construct new ideas based on their own prior knowledge and
experiences.
Basque, Dao, Contamines (2008) concluded that authentic learning is inspired by constructivist perspective,
particularly sosioconstructivist theory. The emphasis of this theory is on the “role of collaboration and interaction
between learners as well as between learners and the teacher or other members of comunnity in knwoledge
construction” (Basque et al., 2008). In line with the view, Barab, Squire, and Dueber (2000) declared that “
authenticity is not in the learners, the task, or the environment, but in the dynamic interaction among these
various component. Therefore, interaction and collaboration should be considered as important aspects in
designing the authentic learning.
Element of authentic learning
Principally, authentic learning can be applied succesfully if the implementation reflects its main
characteristics. With respect to characteristics, Herrington and Oliver (2000) recommended elements of authentic
learning based on the situated learning theory as follows:
Provide authentic context
In authentic learning, context is an important aspect. Honebein et al. (1993) assured that learners unable to
gain real picture of the real life without providing them with an authentic context that reflects the way the
knowledge will be used in real life. In designing authentic context , it is insufficient to simply provide students
with examples from real condition as an illustration of the concepts being taught. Herrington et al. (2010)
recommended two guidelines for designing a meaningful authentic context include providing a physical
environment which reflects the real condition where the knowledge will be used and a design which maintains the
complexity of real world condition.
Provide authentic task
Task are crucial aspect for any learning approach. In order to provide meaningful learning, Gulikers et al.
(2008) suggested that learners need to be involved in authentic tasks. With respect to the meaning, many author
proposed various definitions of authentic tasks. Gulikers et al. (2005) defined the authentic tasks as activities in
which students are confronted with practices which professionals do in real life. In the same way, Roth (1995)
stated that the authentic tasks refer to tasks which engage learners in activity in which society members actually
involve. In other words, these authors view the authentic tasks as replication of professional jobs in their real
workplace.
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Gulikers et al. (2004) mentioned that authentic tasks represent the real life problem which includes the
thinking process that experts ude to solve the problem. Equally, Muller (2005) mentioned that “the authentic tasks
is either replica or analogous to the kinds of problems faced by adult citizens and consumers or professionals in
the field”. Thus according to these authors, authenticity of tasks is nor determined by the degree of resemblance
of the tasks, but it depends on the extent to which the task encourage students to see, to think, and to solve
problems like the professionals.
Woo et al. (2007) argued that authentic tasks emphasize on using reality context for learning. Barab et al.
(2000) out of school environment provides students opportunity to develop identity as a member of real
community to gain knowledge and skill as well as the community member. In other words, the authors thought
that merely providing students with authentic practices or problem is frequenly not authentic since they do not
perceive as an integral part of the real community. Therefore, in order to provide students with really authentic
tasks, they need to be engaged in authentic environment.
Althought the definition of authentic tasks can be vary according different authors, this study defined the
authentic tasks as learning activities that require learners to replicate what the experts practice in their real field.
Through the atsks students are expected to develop abilities that are required in this 21 st century skill, that is,
cognitive competencies, such as problem solving, “meta cognitive competencies, such as reflection, and social
competencies”, such as comunication and collaboration (Birenbaum, 1994)
Regarding the characteristics of authentic task suggested by Herrington et al. (2006), task implemented this
study enables to capture almost all of the elements of authentic task. Table 1. summarizes the manifestation of
authentic task element in the task of this present study.
TABLE 1. MANIFESTATION OF AUTHENTIC TASK ELEMENTS
No Elements of authentic task Manisfestation

1 Authentic tasks have real world  The task replicates jobs in real workplace
relevance  The task encourage students to develop abilities that are useful for their real life,
such as written and oral communiation
 The task involves materials that students have been familiar with them
2 Authentic tasks are ill defined  The task is presented simply through instruction without certain steps or
procedures, such as worksheet. Thus, students will determine by themselves the
sub tasks and relevant actions
3 Authentic tasks are complex activity  The task captures the complex problem that in their field
over a sustained period of time  The task will be completed within 5 meeting rather than one meeting only
4 Authentic tasks provide opportunity  Students are engaged in activity to identify the topic
to use multiple perspectives  Students are provide with many theories that very according to different author
 Students are engaged in collaborative activity
5 Authentic tasks provide opportunity  The task needs to be completed groups
collaborate  Students performance are rewarded based on groups performance
6 Authentic tasks provide opportunity  Requiring students to search from their own environment provides chance for
to reflect them to reflect their own experience beyond the school
 Students are provided with example of journal and poster so that have
opportunity to compare their own.
 Students are engage in collaborative activity so that they can reflect their own
ability to the rest of group members.
7 Authentic tasks integrate subjects  To complete the task, students need to integrate several different subject areas,
from different areas such as nature science, language, communication, and art.
8 Authentic tasks are integrated with  Students performance of the task in assessed by appropriate assessment, that is
assessment authentic assessment
9 Authentic tasks create a holistic  The task, due to many contsraints, cannot capture this aspect because it requires
products students to perticipate in the real community practice in the natural settings.
10 Authentic tasks allow diversity  The task provides students multiple solutions to process knowledge, that is,
solutions and outcomes through observation, discussion, writing, presentation, and drawing
 The task produces diversity of outcomes, namely journal, oral presentation, and
poster presentation
(Herrington et al. 2006)
Thus, due to the constrains, the selected task of this study can capture only nine key aspects of the authentic
task. However, it still enables to provide meaningful learning experiences since the task, as proposed by
Herrington et al. (2006), conceives at leats six element of the authentic tasks.
Science Literacy (SL)
Science Literacy encompassing the goals of science education is considered anecessity at all levels of
education (Saribas, 2015; Correia, Valle, Dazzani, & Infante Malachias, 2010). Miller (1983) suggested three
dimensions of Science Literacy: an understanding of the norms and methods of science (i.e. the nature of
science); an understanding of key scientific terms and concepts; and an understanding of the impact of science
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and technology on society. Although contemporary SL literature points out the need for additional dimensions
beyond these three, Miller’s framework has formed the basis of many recent studies (Saribas, 2015; Cavas, et al.,
2013; Roos, 2010; Rundgren et al., 2010).
Literature about science education also investigated the components that could be related to, and enhance
scientific literacy (Saribas, 2015). One of the ways of understanding that emerged from an analysis of the
comments in a study by Smith (2012) examining primary teachers’ views of SL was that scientific literacy was a
way of engaging and motivating students to effectively learn science and work scientifically. This point of view
to the conclusion that scientific literacy was connected with long-term learning components and level science
literacy skill. Detail level science literacy skill are presented in Tabel 2.
TABEL 2. LEVEL SCIENCE LITERACY SKILL
No Science literacy skill Level

1 Student can describe methods of Beginning
scientific inquiry and apply them to The student cannot:
investigating, questioning and solving -Identify a scientific problem
problems -Recognize that problems have solutions
-Recognize the definition of an hypothesis
Developing
The student can:
-Identify and clearly state a scientific problem
-Select one possible solution to the problem
-Select a hypothesis appropriate to the problem
Competent
The student can:
-Restate the scientific problem in a question format
-Predict one or more possible solutions to the problem
-Generate a testable hypothesis appropriate to the problem
Accomplished
The student can:
-Develop a proper research question
-Evaluate alternate solutions to the problem
-Propose how to evaluate a hypothesis appropriate to the problem
2 Student can describe and carry out Beginning
experimental procedures The student cannot:
-Recognize the purpose/ objective of an experiment
-Determine the materials needed to complete the experimental procedure
-Recognize experimental variables
Developing
The student can:
-State the purpose/ objective of the experiment in their own words
-Determine the materials needed to complete the procedure
-Differentiate between independent and dependent variables
Competent
The student can:
-State the purpose/ objective of the experiment in their own words
-Differentiate between independent, dependent, and confounding variables and controls
-Describe the relationship between the experimental steps
Accomplished
The student can:
-Explain the purpose/ objective of the experiment in their own words
-Select the experimental variables and controls
-Manipulate the experimental variables and controls
-Suggest modifications of the experimental design, as appropriate
3 Student can perform laboratory tasks Beginning
appropriate to the field. The student cannot:
-Obey safety rules and handle lab equipment safely
-Follow written procedures
-Identify scientific tools appropriate to the task
-Work independently
Developing
The student can, with frequent reminders:
-Obey safety rules and handle lab equipment safely
-Follow written procedures accurately
-Employ scientific tools with proper technique
-Measure and record data
Competent
The student can independently:
-Obey safety rules and carefully handle lab equipment
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No Science literacy skill Level

-Measure and record data with minimal errors
Accomplished
The student takes initiative to:
-Obey safety rules and carefully handle lab equipment
-Measure and record data accurately
4 Student can interpret and communicate Beginning
scientific information using written, The student cannot:
oral and/or graphical means -Interpret quantitative information from tables and graphs using basic vocabulary
Developing
The student can:
-Interpret quantitative information from tables and graphs using vocabulary
appropriate to the discipline
-Construct data tables and represent information graphically
Competent
The student can, with few errors:
-Interpret quantitative information from tables and graphs results using technical
vocabulary
-Independently construct data tables and represent information graphically.
-Communicate experimental or investigative results
Accomplished
The student can, with few to no errors:
-Accurately interpret quantitative information using highly technical vocabulary and
make appropriate inferences
-Independently construct data tables and represent information graphically
-Clearly communicate experimental or investigative results
-Draw logical conclusions from collected data
5 Student can describe and analyze one or Beginning
more relationships among science, The student cannot:
technology and society and demonstrate -Identify a technological breakthrough and its connection to science
an understanding of scientific Developing
applications in everyday life The student can:
-Identify a technological breakthrough and its connection to science
-Place a technological breakthrough in an historical context
-Explain some of its impacts on society
Competent
The student can:
-Explain some of its impacts on society
-Explain one or more scientific principles behind a technology
Accomplished
The student can:
-Explain and analyze some of its impacts on society
-Explain one or more scientific principles behind a technology
-Describe examples or possible future developments related to science, technology and
society
6 Student can demonstrate logical Beginning
reasoning in explaining natural The student struggles to:
phenomena, experimental procedures or -Identify logical explanations for observed phenomena
outcomes, and/or application of Developing
scientific or technological concepts. The student can:
-Identify logical explanations for observed phenomena
-Identify fallacies or illogical conclusions based on observations
Competent
The student can:
-Identify possible alternative logical explanations for observed phenomena
-Identify fallacies or illogical conclusions based on observations or data
Accomplished
The student can:
-Develop possible alternative logical explanations for observed phenomena
-Describe fallacies or illogical conclusions based on observations or data
-Evaluate claims based on observation, experimentation or data presented
(Development from OECD, 2013; Gormally, 2012)
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In the knowledge and information laden 21st century society, it is crucial for all citizens to direct regulate
their own learning and training level science literacy skill. However, this dimension is not sufficiently discussed
in the literature on scientific literacy even though regulating one’s own learning plays a greater role for citizens
for evaluating an idea and a claim when they encounter various problems and search for new ways to solve
problems (Saribas, 2015; Choi et al., 2011). Considering this point of view, it could be concluded that scientific
literacy was also related to regulation of learning.
Personal attributes, such as perseverance for learning can be significant for understanding science. However,
these important attributes are often neglected in science education (Saribas, 2015; Holbrook & Rannikmae, 2007;
Holbrook, 2010). For the fulfilment this gap, self-determination and perseverance within learning need also to be
included in the six components that affect science literacy skill.
III. METHODOLOGY
Research context and sample

This research can be categorized as a mixed method, quantitative and qualitative case study since it aim to
investigate deeply a certain case, that is implementation of authentic task in a particular class at a university level
in which the relevant behavior cannot be manipulated (Lodico, Spaulding, & Voegtle, 2010; Merriam, 2009; Yin,
2003). With respect to the type of case study, this research can be considered as an example of “intrinsic case
study” where the researcher interest to investigate deeply a prticular case without necessarily constructing general
understanding (Fraenkel, Wallend, & Hyun, 2011) since basically authenticity that involved in the study is
subjective matter.
This study involve only one class that consist of approximately 30 bachelor degree student at 4th semester
PGMI of Unipdu Jombang with ages ranging from 18 to 25 years old studying science learning and light concepts
as subject of research. This study, especially for tryout was conducted during March until May 2015 at 4th
semester PGMI of Unipdu Jombang.
Instruction
This research involved three phases, the first phase is development of the lesson plans and the research
instrument. The second phase is validation of the lesson plan and the research instrument by experts. The last
phase includes implementation of the lesson plans and the research instrument in classroom.
Before conducting study, the lesson plans and several research instruments are necessary to be developed for
guiding and collecting data during the study. The lesson plans which are developed in this study contain authentic
task of light concepts. The lesson plans aim to provide a guide for implementation of authentic task in classroom.
Besides, in this study, several research instrument are developed for collecting data. The research instrument
include instrument for assessing science literacy skill , such as authentic assessment sheet for scientific journal
writing, for oral presentation, for poster presentation and paper and pencil test sheet; and instrument for
observation of the obstacles that occur during implementation
The developed lesson plans and research instruments include authentic assessment sheet, paper and pencil test
sheet, and observation sheet, then are validated by experts. The objective of validation is to get some suggestion
from the experts in designing as perfect lesson plans and research instruments as possible for implementation of
authentic task. In this case, the validation includes the design, the content, the learning material, and the language.
It is done by the one that competent on designing both of them, competent on subject under study and competent
on English language.
The validated lesson plans and research instrument that have been validated are revised based on the experts
suggestion. Then the revised lesson plans and research instrument are implemented for guiding and collecting
data of study.
Implementation of the lesson plans and the research instrument is conducted in two phases, research tryout
and real research. The collecting data activities during the tryout were conducted using research instrument that
have been validated. Then, the data were analyzed to provide information for making comprehensions paper
which needed to be tested by some competent experts. The suggestions got during the test can be used as
reference for revising the lesson plans and the research insturment that will be implemented in real research. The
real research will involve approximately 30 bachelor degree students that studying science learning about light
concepts. During the real research, the collecting data activities will be conducted using research instrument that
have been revised.
Regarding to design, the study will focuses only on one class for getting deep description about the
effectiveness of the authentic task which is implemented in the class.
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IV. RESULTS
Result of assessment on science literacy skill

In this research, science literacy skill is classified into two type, that is, Student can interpret and
communicate scientific information using written, oral perfomances on authentic task that are assessed by
authentic assessment and students acquired knowledge of light concepts that is assessed through paper and pencil
test. The result for each assessement types are presented in following sections
Result of authentic assessment
For this study, authentic assessment is conducted to assess three type of student performance, namely, writing
scientific journal, oral presentation and poster exhibition skills. Detail result of authetic assessment are presented
in Tabel 3.
TABEL 3. RESULT OF AUTHENTIC ASSESSMENT
Group students Students score

Writing journal Oral presentation Poster exhibition
A 1,2,3,4,5 78 80 88
Average score 82 Grade A
B 1,2,3,4,5 80 83 86
C 1,2,3,4,5 82 80 90
D 1,2,3,4,5 75 80 80
Average score 78 Grade B
E 1,2,3,4,5 79 82 82
F 1,2,3,4,5 80 84 83
Average score 82,3 Grade A
According to the result of authentic assessment in Tabel 2., performance score of six groups involved in this
tryout of study range from 75 to 90. Comparing with Uipdu score standard in Tabel 4.
TABEL 4. SCORE STANDARD
Score interval Criteria Grade Explanation

80-100 A Pass
66-79 B Pass
56-65 C Pass
40-55 D Do not pass
0-39 E Do not pass
(Source: Buku Pedoman Unipdu, 2014.)
Their score are in the upper level of the minimum score of Unipdu standard, that is 56. In addition with
respect to Unipdu grade standard shown in Table 3., the performance score of six groups in this study range
grade B to A. Thus, regarding to the scores of authentic assessment, students in this study have good performance
on the authentic task. Overall, the performance of group C are better than the performance of group A,B,D,E,F.
Result of paper and pencil test
In addition to authetic assessment, paper and pencil test is carried out in this study in order to assess students
acquired knowledge of light concepts. Students achievement science literacy skill for the test are presented
briefly in the following chart.
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test score minimum score
FIGURE 1. CHART OF PAPER AND PENCIL TEST RESULT
The chart shows that scores of paper and pencil test for all of students in this study are located in the upper
level of minimum score of Unipdu standard, that is, 56. Even there are three students (in the chart), student 11,
14, and 25, gained the maximal score that is, 100. Overall, students mastery of the topic under study is very good.
Results of the observation
In addition to assessment and interview, this research study involved the observation in the class in order to
get information about difficulties that lecturer and students may face during implementation of the authentic task.
The observation results which are gathered form observation sheet are presented in the following Tabel 5.
TABEL 5. OBSERVATION RESULTS FROM OBSERVATION SHEET
No Obstacles Solutions
1 Students cannot identify the topic Lecturer needs to provide guidance for the students
2 Some students do not understand what the lecturer said Lecturer needs to use bilingual during the lesson to ensure
students comprehension
3 Students English ability needs improvement Lecturer revises students errrors in using English
language and Indonesian Languange
4 Due to difficulty of language, students presentation are Lecturer is necessary to restate students explanation
frequently confusing audience
Overall, to solve those obstacles, researcher and observers proposed a solution that is, improving assistances for
students.
V. DISCUSSION
In summary, according to discussion presented above, the authentic task which is implemented in this study
has positive impact on not only students performance which is assessed by authentic assessment, but also students
knowledge that is assessed by paper and pencil test because thetask enable to motivate students toward learning
and to increase knowledge retention. Moreover, the task is perceived as authentic one by both developer and
students. As a result, it enables to enhance students motivation toward learning since students perceive that the
task is useful for their future professional life and it has connectivity with their daily life. Therefore, based on the
result of science literacy skill , it can be judge that the authentic task is effective for the light concepts of study.
However, there were three obstacles occurred during implementation of the authentic task, they were students
confusion of the task, students difficulty in identify of characteristic light, and language difficulties which need
some revisions. These obstacles were overcome by improving assistances form lecturer.
Summary of the research findings

This present study aims to evaluate effectiveness of an authentic task on science literacy skill in light concepts.
Overall, the findings during the study are presented in the following sentences.
1. Regarding to Unipdu grade standard, the applied authentic task of this present study has good impact
on students performances on the task.
2. According to Unipdu grade standard, the implemented authentic task of the current research has
positive impact on student knowledge of light concepts, especially for refraction topic.
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3. related to the perception, students perceived the authentic task in this study is authentic and useful for
their future professional life.
4. The study proposed three difficulties during implementation of the authentic task, that is, confusion of
the task, difficulty in identify characteristic light, and language difficulties which need some revisions.
VI. CONCLUSION
In conslusion, based on the findings of students performances, students knowledge that have been presented
above, the implemented authentic task in this study is effective for learners in order to gain good learning
achievement science literacy skill of light concepts, especially for topic of refraction, in term of performances that
are assessed by authentic assessment and acquired knowledge of the topic which is assessed by paper and pencil
test. However there were three main obstacles occurred during implementation of the authentic task, namely
students confusion of the task, students difficulty in identify characteristic light, and students language difficulties
Limitations
There are several limitations of this present research, firstly, this study is case study reseach that focuses on
deep investigating of only one class as subject of study. Thus, the findings cannot be generalized for broader
population. Secondly, the task is conducted only for 5 meetings. The longer period will provide better result as
students have enough time to complete the task optimally. Thirdly, the current study concerns with biases since it
implement authentic assessment the asses students performances. Moreover, the assessor I only the lecturer.
Fourthly, the develop authentic task of this study captured only nine of ten element of authentic task. Due of
many constraints, one element of authentic task, that is, creating a holistic products cannot be covered by the task
in this study. Lastly, the authentic task is appropriate to be implemented only in a class with small number of
students.
Recommendations
Based on the findings of this study, there are some suggestions are proposed for futher research as follows:
1. For supporting the findings of this research, the next advance study is necessary to be conducted in
form of experimental research by comparing a certain class which is taugh using authentic tasks and
another class which implement conventional teaching approach.
2. In order to design authentic task, developers need to consider the time because the task cannot be
carried out during unrealistic time constraint.
3. In order to avoid biases, authentic assesssment need to be completed by more than one assessor that
competent on assessing student performances.
4. To provide valid conclusion about student abilities, the authentic task needs to be implemented using
national language rather than foreign one because language difficulties frequently restrict student to
perform their actual abilities.
5. Investigation of effects of authentic task on science literacy skill with different gender and different
level of achievement are necessary.
ACKNOWLEDGMENT
Special thanks to Prof. I Ketut Budayasa, Ph.D., Prof. Dr. Rudiana Agustini, Prof. Dr. Muslimin Ibrahim,
Prof. Dr. Mohammad Nur, Dr. Wasis, and Z. A. Imam Supardi, Ph.D., for reviewing and giving feedback during
the writing of this paper. I am very grateful for support.
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Inquiry Science Issues to Cultivate the Critical Thinking in

Science Learning
Purwanti Widhy H1
1
Department Natural Science Education, Yogyakarta State University
purwanti_widhy@uny.ac.id
Abstract—Learning science should be conducted in accordance with the nature of science,

they are science a body of knowledge, science a way of investigation, science a way of
thinking, and application in technology. As part of the process, learning science should be
taken of scientific inquiry in order to be able to cultivate the thinking skills, work and
communicate scientific attitude as well as an important aspect of life skills. An inquiry
approach is to learning that emphasizes the discovery of something through the process of
looking for by using scientific methods. In order to learn science in scientific inquiry, in
learning science should be supported with thinking skills. Students are expected to critically
to find problems in life and creatively seek solutions. Problems found students are the
problems and issues around students. Integrating science learning between inquiry and
science issues will create meaningful science learning. Steps in the approach Inquiry Science
Issues orientation on science issues, formulate problems, formulate hypotheses, collect data,
test hypotheses, and drawing conclusions.
Keywords: Inquiry, Science Issues, Critical Thinking, Science Learning
I. INTRODUCTION
Science with regard to how to find out about natural phenomena. Science is not only a mastery of
knowledge in the form of a collection of facts, concepts, or mere principles but also a process of discovery.
Science subjects is a vehicle for students to learn about themselves and the natural surroundings, as well as
prospects for further development in applying it in everyday life (Mulyasa, 2010: 110).
Science is essentially the product, process and attitudes/Values. Therefore, as part of the process of
national education, science teaching should be taken of scientific inquiry in order to be able to cultivate the
ability to think, work and behave communicating scientific as well as an important aspect of life skills (BSNP,
2006). The content of science refers to its many disciplines, such as biology, chemistry, physics, geology,
anthropology, and so on, each of which is concerned with a specific body of knowledge and includes the
theories and conceptual ideas that cross all of the disciplines. Inquiry is the first step in the process used by
scientists to uncover that which they seek to understand and, as a term, simply refers to asking relevant higher-
order questions. Discovery is both the process of gaining scientific knowledge and skills and the culmination of
what is learned. Combining the learning of content with inquiry practices is what we call the scientific
enterprise. Enabling students to understand the nature of this enterprise is a major goal of the inquiry
instructional approach.
Inquiry learning is learning that emphasizes the discovery of something through the process of looking
for by using scientific measures. In inquiry, students are expected to critically encounter problems in life and
creatively seek solutions. In order to learn science in scientific inquiry, in learning science should be supported
with thinking skills. Learning science should be hands-on and minds on (Word & Widodo, 2008). The process
of learning science is not sufficiently implemented by conveying information about the concept, but also to
understand the occurrence of the phenomenon of IPA to perform sensing as much as possible, observing the
events that occur directly through demonstration and experimentation activities, and record information that
emerged from these events. Some allegedly students actively explore the subject matter, construct their own
ideas derived from observation and discussion, students are expected to master the material well and improve
thinking skills.
Inquiry approach can develop skills science of student, such as process skills, thinking skills (critical
and creative thinking), and also a scientific attitude. In addition to the inquiry learning will bring up students'
skills in conducting investigations, practical skills of students will be developed. Currently science teaching is
focused on the product, so that the skills and scientific attitude has not yet developed through a learning process.
Implemented integrated science teaching has meaning integrating various aspects of domain attitudes,
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knowledge, and skills. Learning science should be oriented applicative, development thinking Skills in science,
learning ability, curiosity, and the development of caring and responsible attitude to the natural environment and
social development in science learning. Thus the science learning should be designed and implemented through
a strategy that can meet the needs of the contextual so that students can deal with the real problems in the
environment to support the formation of knowledge, values, and attitudes. One of these strategies can led to a
thriving science community issues. By bringing up the issues in the community in learning science, students can
develop the ability to think and act as well as the ability to resolve concerns raised as issues of science with
conducting an investigation that is able to bring the ability of practice (practical skills) and also the ability of
literacy science that will produce students who has a positive character in science learning.
II. INQUIRY IN SCIENCE

Inquiry as an approach to teaching science was becoming increasingly evident. Inquiry implies as all
student activities in which they build knowledge and understanding of the idea of science as practiced by
scientists in discovering and building understanding (NRC, 1996). The National Science Teachers Association
(NSTA) defines inquiry as a powerful way of understanding science content. Students learn how to ask
questions and use the facts to answer these questions. In the process of inquiry learning, students learn to
conduct an investigation and collect data from various sources, develop a description of the data, and
communicate and determine conclusions.
Using science inquiry learning helps students put the problem into the right context, develop critical
thinking skills, better engage students in learning, increase students' positive attitudes towards learning science,
as well as improving communication skills. Broadly speaking, inquiry-based learning model has the important
things in which each stage has a specific purpose, they are:
1. Brainstorming; aims to foster curiosity in students
2. Define the problem; aims to focus students on what you want to search
3. Formulate a temporary answer; aims to make students trained to formulate answers while
4. Predicting; aims to make the students design the proper way to test the transient response
5. data collection; aims to train observation abilities in students
6. Process the data; aims to train data interpretation capabilities
7. Drawing conclusions; aims for students are trained how to make inferences from data obtained trends
8. Applications concept; students are able to look for relationships, applications, and make synthesis concepts
learned in different situations.
Based on the stages of the inquiry learning that exist on the above, it can be conclude that that inquiry
learning is learning that is suitable if you want to training ability scientific literacy in students. Stages of the
existing on the science training capabilities are owned by scientists so indirectly this model can train ability high
order thinking, one of them is critical thinking.
Inquiry teaching and learning have five essential features that apply across all grades levels, they are :
1. Learners are engaged by scientifically oriented question
Scientifically oriented question center on objects, organism, and events in natural world. They connect to
the science concept described in the content standard. They are question that lend themselves to empirical
investigation and lead to gathering and using data to develop explanation for scientific phenomena.
2. Learners give priority to evidence, which allows them to develop and evaluate explanation that address
scientifically oriented question.
Science distinguishes itself from other ways of knowing through use of empirical evidence as the basis for
explanations about how the natural world. Scientists concentrate on getting accurate data from observation
phenomena
3. Learners formulate explanation from evidence to address scientifically oriented question
This aspect of inquiry emphasizes the path from evidence to explanation rather than the criteria for and
characteristics of the evidence. Scientific explanation based on reason.
4. Learners evaluate their explanation in light of alternative explanations, particularly those reflecting
scientific understanding
Evaluation, and possible elimination or revision of explanations. Alternative explanation may be reviewed
as students engage in dialogues, compare result, or check their result with those proposed by the teacher or
instructional material.
5. Learners communication and justify their proposed explanation
Scientists communicate their explanation in such a way their result can be reproduce (national research
council: 2000)
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III. CRITICAL THINKING IN SCIENCE

Critical thinking is the process of independently analyzing, synthesizing, and evaluating information as
a guide to behavior and beliefs. The American Philosophical Association has defined critical thinking as "the
process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence, contexts,
conceptualizations, methods, and criteria" Critical thinking is sometimes broadly defined as "thinking about
thinking." Critical thinking skills include the ability to interpret, verify, and reason, all of which involve
applying the principles of logic. The process of using critical thinking to guide writing is called critical writing.
In supporting critical thinking, the goal is to help students approach any task, problem or issue in an
open-minded manner, to look carefully at the various options and to reach reasonable conclusions based on
careful assessment of relevant factors. Critical thinking is about being thoughtful about everything students do
and study in school. A useful definition of critical thinking is as follows: To think critically is essentially to
engage in deliberations with the intention of making a judgement based on appropriate criteria. Helping students
think critically involves inviting them to assess the merits of various options before them on the basis of relevant
factors. Critical thinking is an important approach to teaching because of the enhanced satisfaction and learning
that results when students are challenged to use and apply the ideas in the curriculum. Students who receive
information in a passive manner are less likely to understand what they have heard or read about than are
students who have critically scrutinized, interpreted, applied or tested this information. Presenting subject matter
in the context of a problem or an issue is more motivating to students and more likely to develop deeper
understanding. Critical thinking is encouraged by discussing which of the suggested solutions to a dilemma
raised by a playground incident or by a story is the most effective, feasible and safe. Instead of simply picking a
title that students would like for their persuasive paragraph, they could be asked to decide which of several
possibilities was the most informative and engaging.
Developing effective critical challenges questions or tasks that invite students to think critically is not
an easy matter. Teachers need to think critically about their questions. Because thinking critically involves
thinking with criteria, it is appropriate to consider what criteria would be useful in judging whether a proposed
question or task actually invited students to think critically. Effective critical challenges meet the four criteria,
they are:
1. invite reasoned judgement among plausible alternatives
It is essential that challenges pose questions or tasks that invite students to judge the reasonableness of
plausible options or alternative conclusions. Since criteria are essential to making reasoned judgements, the
appropriate criteria should be implicit in the question. For example, assessing the quality of an information
source involves considering its level of detail, accuracy and balance; choosing a classroom pet requires
considerations of cost, size and ease of handling
2. limit the amount of background knowledge required
If students lack crucial background knowledge or are unaware of relevant criteria, and if they do not acquire
these tools as they address the challenge, then the value of posing challenges may be lost. Students are
likely to flounder if they lack basic information presupposed by the challenge. Critical challenges must be
sufficiently delimited so students need not possess encyclopedic knowledge in order to realize success.
Another way to reduce the amount of background knowledge is to restrict critical challenges to a single
information source. In this way, students could acquire the information they need simply by studying the
supplied material
3. are perceived as meaningful by students
If students view a challenge as irrelevant and unimportant, they are unlikely to engage seriously in the
activity and, over time, are likely to regard critical thinking as a boring or trivial exercise. Critical
challenges are likely to engage students to the extent that the challenges:
a. create dissonance with students’ pre-existing beliefs
b. involve real (or, at least, realistic) problems ( issues in daily life)
c. have an obvious connection with a contemporary event, the local community or a personal concern of
students
d. provide a sufficiently rich context so students are drawn into the situation
e. to the extent possible, are chosen or suggested by students themselves.
4. advance students’ understanding of the content of the curriculum
Critical challenges should involve students in thinking critically about what we want them to learn from
the curriculum. In this way, they are more likely to master the desired curriculum outcomes. Content is
likely to have little meaning for students if they merely retrieve and present information. For example,
instead of asking students to compare and contrast the services offered in two communities, we might ask
them to judge which community better meets its members’ needs. In the course of justifying their
judgements, students will better understand the curricular outcome dealing with an appreciation of the ways
in which different communities meet individuals’ needs.
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IV. INQUIRY SCIENCE ISSUES

Scientific inquiry refers to the ways scientists to study nature and the evidence from the investigation.
An inquiry reflects an understanding of how the science results of the investigation process. (Anderson, Ronald
D., 2002: 2). Science Teachers should encourage their students to learn the scientific inquiry that learning can be
active. Parameter preparation of science teachers who have a standard of scientific inquiry, science teachers
must show that: 1) Understand the processes, principles and assumptions of the inquiry approach in finding
scientific knowledge. 2) Invite students successfully develop inquiry appropriately, especially in developing
concepts and relationships observations, the data and conclusions scientifically. Nana Sudjana (2004: 154)
inquiry is a model teaching approach by laying the groundwork and develop a scientific way of thinking. More
students develop their own concepts in problem solving so that students serve as the subject of learning, while
teachers act as mentors and facilitators in the learning. Inquiry learning is learning to develop processes and
scientific knowledge so that students can have the scientific reasoning and critical thinking to develop an
understanding of scientific concepts. In Inquiry learning, students become a natural scientist (Sund and
Throwbridge, 1973: 62-78).
Inquiry is a learning process of the student to find the knowledge and skills The essence of inquiry
approach is to engage students in a real problem to be investigated. Inquiry approach helps students to identify
problems and encourage students to design a way to resolve the issue (Joice, Bruce & Well, Marsha, 1996: 187).
Inquiry is an approach that engages students in scientific inquiry activities. To be effective, inquiry
learning should include basic skills in scientific investigation as well as an understanding of how scientists do
their work. Inquiry-based learning should emphasize the importance of the learning process, such as formulating
questions empirically and support the knowledge of the evidence (Kubicek, John P., 2005: 3). According
Kilbane, Clare R. and Milman, Natalie B (2014: 244), Inquiry learning is process-oriented and aims to teach
students practice the skills, knowledge, and attitudes. Skills, knowledge, and attitudes are used to answer an
important problem or issue. Based on the theories above, it can be concluded that the inquiry approach is an
approach to learning that is oriented towards the identification of problems/issues and ways of solving the
problem. The troubleshooting process can practice the skills, knowledge and attitudes. Inquiry provides direct
learning experience for the students involved in the problems of their investigation.
The proceedings provides a real learning experience and active, where students are trained how to
problem-solving and makes his own decisions. Through an investigation that started from questions, challenges
students to use in solving thinking. Students are required to be fully responsible for the learning process, so the
teacher must adapt to the activities undertaken by the students. General inquiry learning process can follow the
steps below:
1. Formulate the problem, the ability shown in this stage is awareness of the problem, see the importance of
the problem, formulate the problem
2. To formulate the hypothesis, the ability shown in this phase is to test and classify types of data that can be
obtained, see and formulate the relationships that exist logically, to formulate hypotheses.
3. Collect evidence, at this stage, students can collect the data, evaluating data, and compile data.
4. Test the hypothesis, at this stage, students analyze the data, look at the relationship, noting the similarities
and differences, identify trends, frequency and regularity.
5. Draw conclusions while, the ability shown in this stage
6. Look for patterns and meaning the relationships, to formulate the conclusion.
Learning science would be more meaningful if the contextual based learning undertaken. Contextual
learning is learning the material linking science with real-world context facing students everyday either within
the family, community, and environment, so that students are able to make the connection between knowledge
possessed by its application in everyday life. Based learning is the issue exposes students to the real-life
problem situations (authentic) and meaningful, to facilitate students to break through the investigation / inquiry
and cooperation, facilitate dialogue on the various aspects, and stimulate students to produce work of solving.
Socio-scientific issues are used to present and represent the social problems associated with contextual
science (Nuangchalerm, 2010: 34-37). SSI allows individuals / groups of students to deal with conflict situations
involving science and social life. A conflict situation can be contributed to the increased awareness of the
character of the social, ethical, cultural and even political and economic in students and to capital to make a
decision in later life. SSI can be found in the global context, such as the issue of genetic engineering (gene
therapy, cloning) and environmental problems such as global warming and climate change (Sadler & Zeidler,
2005: 112-138). The example of SSI is a global context, namely sustainable development, energy resources,
food, health, and population control. In addition, SSI can also be sourced from the local community, such as the
issue of the impact of Merapi eruption events (A. W. Subiantoro, 2013: 41-47). Socio-scientific issues help the
students to develop a deeper understanding the issues and the essence of science itself. Investigation and
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analysis of SSI requires inquiry and put forward the idea of working in a laboratory, in the field, using the
Internet, and others (Chiappetta, Eugene L. and Koballa, Thomas R., 2010: 202).
In its implementation, socio scientific issues require inquiry to analyze the issue of social issues related
with science. Inquiry science issues can be incorporated into a learning approach to investigate problems or
issues IPA happens in everyday life. Learning with this approach starts when the teacher to show problems or
issues that exist in the community to be investigated by the students. Step into science inquiry learning approach
issues that orientation on science issues, formulate problems, formulating the hypotheses, to collect data, test
hypotheses, and drawing conclusions. In step orientation, students are faced with the problem of scientific issues
presented so that the first phase is called the orientation on science issues. Step of formulate of problems,
students are guided by the teacher to identify problems and make the formulation of the problem. The problem
is formulated by the students, so that students have a high motivation to conduct an investigation on the issue of
science. After formulating the problem, students were invited to write a hypothesis or a temporary answer to the
issue of science being studied. Therefore, the hypothesis needs to be tested for truth by step collect data.
Collecting data is an information gathering activity data needed to test this hypothesis to determine whether an
answer is received or not based on data or information collected. The last step is to formulate a conclusion the
researchers used, a process describes the findings obtained based on the results of hypothesis testing.
V. CONCLUTION
Scientific inquiry refers to the ways scientists to study nature and the evidence from the investigation. An
inquiry reflects an understanding of how the science results of the investigation process. Learning science
should be conducted in accordance with the nature of science, they are science a body of knowledge, science a
way of investigation, science a way of thinking, and application in technology. As part of the process, learning
science should be taken of scientific inquiry in order to be able to cultivate the thinking skills, work and
communicate scientific attitude as well as an important aspect of life skills. An inquiry approach is to learning
that emphasizes the discovery of something through the process of looking for by using scientific methods. In
order to learn science in scientific inquiry, in learning science should be supported with thinking skills. Students
are expected to critically to find problems in life and creatively seek solutions. Problems found students are the
problems and issues around students. Integrating science learning between inquiry and science issues will create
meaningful science learning. Steps in the approach Inquiry Science Issues orientation on science issues,
formulate problems, formulate hypotheses, collect data, test hypotheses, and drawing conclusions
REFERENCES
[1] Agung W, Nur AA, Sulistyo.2013. Pembelajaran Materi ekosistem dengan Socio Scientific Issues dan pengaruhnya pada rfelktive
judgement Siswa. Jurnal Pendidikan IPA Indonesia Volume 2 (1 ) 2013
[2] Callahan, Brendan E. 2009. Enhancing Nature of Science Understanding, Reflective judgment, and Argumentation through Socio-
scientific Issues. (Dissertation). Florida: University of South Florida
[3] Commite on development of an addendum to the national science education standard on scientific inquiry: Inquiry and the National
Science Educational Standard. 2000. Washington, DC: National Academy Press.
[4] Driver, R., Newton, P., & Osborne, J. 2000. Establishing the norms of scientific argumentation in
classrooms. Science Education, 84(3), 287-312
[5] NSTA. (2003). Standards for Science Teacher Preparation. Revised 2003
[6] Nuangchalerm, P. 2009. Development of Socioscientific Issues-based Teaching for Preservice Science Teachers. Journal of Social
Science. Vol 5 (3): 239-243.
[7] Koballa & Chiapetta. 2010. Science Instruction in the Middle and Secondary Schools.Pearson: USA.
[8] Sadler, T.D. & D.L. Zeidler. 2005. Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. Journal of
Research in Science Teaching. Vol 42 (1): 112–138
[9] Sund & Trowbridge. (1967). Teaching Science by Inquiry in the Secondary School. Ohio:Charles E. Merrill Publishing Company
[10] Zeidler, D.L., et.al. 2005. Beyond STS: A Research-Based Framework for Socioscientific Issues Education. Journal of Science
Education. Vol 89 (3): 357-377..
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The Model of Educational Reconstruction:

Integrating Content and Nature of Science
in Teaching Materials
Putri Anjarsari
Department of Natural Science Education, Yogyakarta State University
putri_anjarsari@uny.ac.id
Abstract—To improve instructional practices has been a major concern of science education
research and development. The teaching and learning of science is the main focus of science
education. The model of educational reconstruction (MER) is a widely used research
programme that was developed to improve content specific learning and teaching. The MER
integrates the perspectives of students and scientist in order to design learning environments.
By example of an educational reconstruction of content and nature of science we show how
the MER can help to analyse, design and evaluate learning environments fostering a
conceptual understanding. Helping students develop informed views of nature of science
(NOS) has been and continues to be a central goal for kindergarten through Grade 12 science
education. Our focus is on ideas about the reconstruction of integrating content and nature of
science in teaching materials. First we examine about MER in science education, next we
provide an overview of recent developments about NOS, and the last we give an example
how to integrate content and nature of science in teaching materials using model of
educational reconstruction.
Keywords: MER, NOS, science education, teaching materials
I. INTRODUCTION
Science education is concerned with the teaching and learning of science content and practices. The teaching
and learning of science is the main focus of science education. It requires fruitful strategies to engender a
conceptual understanding. The goal of Model of Educational Reconstruction (MER) is to improve content
specific learning and teaching. The MER integrates the perspectives of students and scientists in order to design
learning environments.
The MER provides a broadly conceived approach for subject-matter education research. It provides a frame
for research to design teaching and learning sequences that are relevant for improving instructional practice [6].
The MER integrates the perspectives of students and scientists in order to design learning environments. The
MER strands on two feets-one foot in the discipline and other in education. Both perspectives are brought
together to design domain-and topic-specific theories of teaching and learning science. The design is lead by
learning capabilities of the students on the one hand and clarification of science content on the other hand. The
MER presented in this chapter provides a conception of science education research that is relevant for
improving instructional practice and teacher development program.
Teaching and learning in science education is not only focus on the knowledge of science (content of
science) but also knowledge about science (nature of science). Therefore, teaching the understanding about
Nature of Science (NOS) should be conducted while teaching the content. But, in some countries (especially in
Indonesia), understanding about NOS does not explicity embedded in teaching and learning of science. So,
teaching materials which integrate content and NOS are important to help teachers for teaching content and
NOS simultaneously. Reconstruction of teaching materials is needed to produce the teaching materials. MER
can be used to reconstruct and design the teaching materials.
II. DISCUSSION
A. MER in Science Education
The Model of Educational Reconstruction (MER) is a framework for research on content specific teaching
and learning. A key concern of the Model of Educational Reconstruction (MER) is that science subject matter
issues as well as student learning needs and capabilities have to be given equal attention in attempts to improve
the quality of teaching and learning. Reconstruction means the process that transform (or translate) domain
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specific knowledge into knowledge for instruction [14]. The content structure of the discipline differs from the
content structure for instruction in that the latter is reduced to the elementary ideas but also enriched by
contextual embedding and customizing and thereby reconstructed. Teachers or researchers (in this model)
working with the model analyse, design and evaluate instructional approaches striving to facilitate learning and
teaching. The results of this model is content-oriented theories on conceptual development (design-based
research) as well as in evidence-based and theory guided analysis, design and evaluation for learning
environment. There are three major emphases that are intimately connected in MER as in [6], i.e :
1) The clarification and analysis of science subject matter (including key science concept and principles
like evolution, energy, particles, or combustion, and science processes and views of nature of science,
as well as the significance of science in various out of school contexts).
2) The investigation into student and teacher perspectives regarding the chosen subject (including pre-
instructional conception, affective variables like interest, self-concepts, attitudes, and skills).
3) The design and evaluation of learning environments (e.g. instructional materials, learning activities,
teaching and learning sequences).
Three components of the MER as in [14] are almost similar to the [6], i.e: 1) clarification of science content,
2) critical analysis, and 3) analysis, design, and evaluation of learning environment. The differences are the
process of analysis as in [14] done at the last major emphases and the critical analysis just focusing at the
students’ perspectives. The other major emphases are the same as in reference [6]. Clarification of science
content draws on qualitative content analysis of reliable source like leading textbooks on the topic under
inspection. The aim is to clarify the specific science content structure as constituded by the related conceptions
from an educational point of view [14]. A critical analysis is necessary because academic textbooks address
experts and present knowledge in an abstract and condensed manner that is not accessible for novice learner. It
is also widely accepted by science educators that it is necessary to take the students’ prior conceptions into
consideration within the learning discourse. Investigation into students’ perspectives aims at pre-instructional
conceptions and conceptual development. Analysis, design and evaluation of learning environments refer to
instructional materials, learning situations, and teaching and learning sequences.
The teachers or researcher should perform the “design of learning environments” after iterating the two first
steps “investigation into students perspectives” and “clarification of science content”, aiming to adopt subject
matter knowledge as presented in textbooks or other scientific publications to the perspectives of the students in
such a way that suitable teaching content could be constructed. Figure 1 points to the fundamental interaction
between the three components of the MER. Each of the three components was regarded as equally important [8].
However, the three components do not strictly follow upon another but influence each other mutually.
Consequently the procedure must be conducted step by step recursively [14]. Reference [6] depicts the research
design which is derived from the model of educational reconstruction. Reference [14] gives the example of
idealized process of actual research progress of the educational reconstruction of climate change.
FIGURE 1. THE MODEL OF EDUCATIONAL RECONSTRUCTION AS PROPOSED BY KATTMANN ET AL. [8]
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Scientists’ conceptions Students’ conception
Design and evaluation of learning environmens
Development of Design of learning Evaluating of learning

teaching guidelines environments environments
FIGURE 2. RESEARCH DESIGN DERIVED FROM THE MODEL OF EDUCATIONAL RECONSTRUCTION
FIGURE 3. THE EXAMPLE OF IDEALIZED PROCESS OF ACTUAL RESEARCH PROGRESS OF THE EDUCATIONAL
RECONSTRUCTION OF CLIMATE CHANGE
The example of idealized process of actual research progress of the educational reconstruction of climate
change as in [14] started with parallel analysis of scientistc’ conceptions and students’ conceptions (1). After
mutually relating them to each other, a deepened analysis of students’ conceptions to the scientists’ conceptions
in an interview study followed (2). These conceptions to the scientists’ conceptions were related (3) and the
results of this was taken for the development of teaching guidelines (4). These teaching guidelines were
operationalized in learning environments. The cornerstone in designing learning environments within the MER
is the teaching experiment. In the teaching experiment the interviewer asct as researcher adn the teacher at the
same time. (5). This learning environments were probed in a formative evaluation by teaching experiments (6).
Based on the analyses, the research resulted in empirically evaluated learning environments and the description
of students’ conceptions and their conceptual development in working with these learning environments (7).
Additionally clarified key concepts relevant for teaching climate change were gained.
B. Nature of Science (NOS)

Nature of Science (NOS) has long been promoted an important content of science education [9] and has
consequently been included in multiple standard document worldwide e.g AAAS, 1993 [2]; National Research
Council, 1996 [11]; McComas & Olson, 1998 [10]; NGSS Lead States, 2013 [13]. The interdisciplinary nature
of science education is responsible for particular challenges for carrying out science education research and
development. Not only sound competencies in science are necessary but also substantial competencies in
various additionl diciplines. In principles the same set of competencies-though with different emphases-has also
to be expected from teachers. To know science well is not sufficient for them. At least some basic insight into
the nature of science provided by the philosophy and history of science and familiarty with recent views of
teaching and learning science provided by pedagogy and psychology are needed [6].
An understanding of the Nature of Science plays an important role in the development of scientific literacy.
Besides viewing knowledge about the nature of science as an important for its own value with respect to
scientific literacy, an adequate understanding of NOS is expected to improve science content learning by
fostering the ability to interrelate scientific content, and thus, coherently acquirescientific content knowledge
[5]. A Framework for K-12 Science Education [12] acknowledged the importance of the nature of science in the
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statement’…there is strong consensus about characteristics of the scientific enterprise that should be understood
by an education citizen. The framework reflected on the practices of science and returned to the nature of
science in the following statement: “epistemic knowledge is knowledge of the constructs and values that are
intrinsic to science. Students need to understand what is meant, for example, by an observation, a hypothesis,
and inference, a model, a theory, or a claim and be able to distinguish about them.
The difficulty here is that there is no specific description for appreciation the exact nature of science [7]. In
general, the nature of science refers to key principles and ideas which provide a description of science as a way
of knowing, as well as characteristics of scientific knowledge [15]. NOS refers to the epistemological
underpinnings of the activities of science and the characteristic of resulting knowledge [9]. The phrase “nature
of science” typically refers to the epistemology of science, science is a way of knowing, or the values and
beliefs inherent to scientific knowledge or the development of scientific knowledge. Beyond these general
characterizations, no consensus presently exist among philosophers of science, historians of science, scientists,
and science educators on specific definition about NOS. hence, the reason for not placing the word “the” in front
of NOS [1].
Although there is not agreement about the definition of nature of science, there are some agreements about
the aspect of understanding about NOS. The basic understanding about the nature of science included in the
Next Generation Science Standards are:
1) Scientific investigations use a variety of methods
2) Scientific knowledge is based on empirical evidence
3) Scientific knowledge is open to revision in light of new evidence
4) Scientific models, laws, mechanisms, and theories explain natural phenomena
5) Science is a way of knowing
6) Scientific knowledge assumes an order and consistency in natural systems
7) Science is human endeavor
8) Science addresses questions about the natural and material world.
The first of these understandings are closely assocated with practices and the second four with crosscutting
concepts.
The basis understanding about nature of science as in [9] are:
1) Scientific knowledge is tentative (subject to change)
2) Scientific knowledge is empirical based (based on and/or derived from observations of the natural world)
3) Scientific knowledge is subjectives (involves personal background, biases, and/or is theory-laden)
4) Scientific knowledge necessarily involves human inference, imagination, and creativity (involves the
invention of explanations)
5) Scientific knowledge is social culturally embedded.
Two additional important aspects are the distinction between observations and inferences, and the functions of
and relationships between scientific theories and laws.
However, teaching about nature of science sometimes gets lost as it is embedded in regular science
instruction. Nature of science in science instruction should be formal and as much as an aspect of subject matter
as pH, stages of the life cycles, or the components of the water cycle. That means that we should provide
explicit instruction on nature of science [4]. When students carry out an investigation, develop models, articulate
questions, or engage in arguments, they should have opportunities to think about what they have done and why.
They should be given opportunities to compare their own approaches to those of other students or professionals
scientist. Through this kind of reflection they can come to understand the importance of each practice and
develop a nuanced appreciation of nature of science [3]. For example, scientists develop their ideas based on
evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a
different way. Designing lessons around science topics or concepts that have changed over time can help
students understand more about nature of science. Such lessons show students that scientific knowledge in and
of itself is not static and that with new information, scientific theories can change. In the lesson, the instruction
must be explicit on “how” knowledge has changed and why, e.g. students might get this idea from a lesson or
discussion about the solar system and how very recently scientists have just decided that there might be a tenth
planet [3].
As we teach these aspects of nature of science, secondary students will be better able to connect what they
are doing in their science classrooms to the work of scientists. This explicit approach to teaching nature of
science also enables teachers to help students better understand the changing claims that scientists make
everyday in television and in the newspapers.
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C. Integrating Content and Nature of Science (NOS) in Teaching Materials using MER
There are several reference diciplines that are needed to meet the challenges of investigating and anlysing
key issues of teaching and learning science. The Philosophy and history of science provide thinking patterns to
critically analyze the Nature of Science (NOS) [9,10]. Besides viewing knowledge about the NOS as an
important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to
improve science content learning by fostering the ability to interrelate scientific content and, thus, coherently
acquire scientific content knowledge [5].
Initially, the focus of MER was on studies on educational reconstruction of science content. More recently, it
became clear that also science processes and view of the nature of science need to undergo this process in order
to allow efficient learning and teaching of issues about science [6]. Addressing the need for students to
understand both the concepts and practices of science and the nature of science is not new in American
education. The MER closely links research on the science content structure and the educational significance of
parts of it, and also includes empirical studies on students’ understanding as well as preliminary trials of pilot
instructional modules in classroom practice.
The Model of Educational Reconstruction (MER) can be used for integrating content and NOS in teaching
materials, by the steps of: 1) analysis of scientist’s conceptions about specific content and NOS; 2) design and
evaluation of learning environment focusing in teaching materials); 3) analysis of students’ conceptions about
specific content and NOS after using the teaching materials which integrating content and NOS.
III. CONCLUSION
Nature of Science (NOS) is an important material that must be known by all children. Content and NOS can
be integrated in teaching materials for improving student’s scientific literacy and science content learning. The
Model of Educational Reconstruction (MER) can be used for integrating content and NOS in teaching materials,
by the steps of: 1) analysis of scientist’s conceptions about specific content and NOS; 2) design and evaluation
of learning environment (focusing in teaching materials); 3) analysis of students’ conceptions about specific
content and NOS after using the teaching materials which integrating content and NOS.
REFERENCES
[1] Abd-El-Khalick, F., & Lederman, N.G. Improving science teacher’s conceptions of nature of science: a critical review of the literature,
International Journal of Science Education, 22(7), 665-701. 2000.
[2] American Association for the Advancement of Science (AAAS). Benchmarks for science literacy. New York: Oxford University Press.
1993.
[3] Appendix H-Understanding the scientific enterprise: the nature of science in the next generation science standards. (2013, april).
Retrieved from http://www.nap.edu/read/18290/chapter/14 .
[4] David T. Crowther, Norman G. Lederman, and Judith s. Lederman. (2005, September 27). Understanding the nature of science.
Retrieved from http://www.nsta.org/publications/news/story.aspx?id=51055.
[5] Driver, R., Leach, J., Millar, R., &Scott, P. Young people’s images of science. Buckingham: Open Univ.Press.
[6] Duit, R., Gropengieber, H., Katmann. U., Komorek, M., Parchman, I. The Model of Educational Reconstruction- A Framework for
Improving Teaching and Learning Science, doris Jorde and Justin Dillon (eds)., Science Education Research and Pratice in Europe:
Retrospective and Propective. Sense Publisher, 2012.
[7] Holbrook, J., Rannikmae M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, 4
(3), 275-288.Kositchaiwat, S. (1992).
[8] Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1995, April). A model of educational reconstruction. Paper presented at the
annual meeting of the National Association for Research in Science Teaching (NARST), San Francisco, CA.
[9] Lederman, N.G. Nature of Science: Past, Present, and future. In S.K. Abell & N.G. Lederman, Eds., Handbook of Research on Science
Education (pp.831-879). Mahwah, N.J. : Lawrence Erlbaum. 2007.
[10] McComas, W. F., Ed. The Nature of Science in Science Education: Rationales and Strategies. Dodrecht, The Netherlands: Kluwer
academic publisher. 1998
[11] National Research Council. National Science Education Standards. Washington, DC: The National Academy Press. 1996
[12] National Research Council. A Framework for K-12 Science Education: Practices, Constructing Concepts, and Core Ideas. Whasington,
DC: The National Academy Press. 2012
[13] NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
[14] Nielbert, K., & Gropengiesser, H. The model of educational reconstruction: A framework for the design of theory-based content
specific interventions. The example of climate change. Educational design research-part B:Illustrative cases (pp.511-531). Enchede, The
Netherlands:SLO, 2013.
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[15] The butterfly project: Nature of Science. Retrieved from

http://www.teacherlink.org/content/science/class_examples/Bflypages/nos.htm .
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Pedagogical Content Knowledge Case Studies at Junior High

School of First Class Science Teacher, in 2013 Curriculum
Implementation
Susilowati1, Purwanti Widhy H2
1
Science Education Department, Yogyakarta State University
2
Science Education Department, Yogyakarta State University
susilowati@uny.ac.id
Abstract-This study aims to determine the science learning process in terms of pedagogical content
knowledge in the implementation of 2013 curriculum and know the obstacles in implementing a
science teacher learning in the Curriculum 2013 . This study used a qualitative research case study (
qualitative case study) to obtain in-depth information on the implementation of 2013 curriculum. The
study was conducted in SMP N 8 Yogyakarta and SMP IT Abu Bakar Yogyakarta . Two schools were
selected through purposive sampling technique . Subjects of this study consisted of a science teacher
and two students in each school . Instruments that used include science learning process observation
sheets, questionnaire for teachers and interview sheets for teacher and students. Data were analyzed
using Miles and Huberman analysis techniques which include data reduction , data display and
conclusion . The validity of data is done through triangulation of data from observation, interviews and
questionnaires. not all aspects of PCK appear in both the curricular knowledge, strategic knowledge,
assessment of knowledge and science of nature knowledge .
Keywords: Pedagogical Content Knowledge, Science Teacher, 2013 Curriculum Implementation.
I. INTRODUCTION
Implementation of Curriculum 2013 is a step that is sustainable from the previous curriculum
Competency-Based Curriculum and Curriculum Education Unit. Completion of the curriculum as a step towards
achieving the National Education. Curriculum change carried out as one of the measures to overcome the
various problems of the nation's moral quality, the quality of human resources, and the challenges of the
development of Science and Technology.
Implementation of Curriculum 2013 demand the ability of teachers in mastering the essential concepts
and pedagogical abilities of teachers. 2013 The curriculum emphasizes the attitude domain (spiritual, social),
domain knowledge and domain skills. The fourth aspect of this would then be the basis for the preparation of
core competencies (KI) and its formulation into Basic Competency (KD). In the 2013 curriculum, learning
guides and textbooks have been defined from the center. However, teachers are required to still be able to
package the learning-oriented aspects of the attitudes, knowledge and skills.
Guidelines for Curriculum Development in 2013 noted that learning science in junior implemented based
alignment. Learning science in junior developed as integrative science subjects rather than as educational
disciplines. Both as an applicative oriented education, the development of thinking skills, learning ability,
curiosity, and the development of caring and responsible attitude towards the natural and social environment.
Integrative science has meaning integrating various aspects of domain attitudes, knowledge, and skills. In
substance, the IPA can be used as a tool or tools to develop the attitude domain, existing knowledge and skills.
Curriculum implementation in 2013 is something new for teachers, science teacher was no exception. In
general, science teachers must have four competencies, namely pedagogy competency, professional, personal
and social. Specific competencies Science teacher also stated in NSTA (2003: 1) which recommended Standards
for Science Teacher Preparation [1]. This standard contains a number of standards that must be owned by a
science teacher standard includes content, nature of science, inquiry, Issues, general skill of teaching,
curriculum, science in the community, assessment, safety and welfare, professional growth. This standard is
consistent with the vision of NSES (National Science Education Standards). NSTA (2003: 8) in Insih Wilujeng
(2010: 353), also recommended that the science teachers of Primary and Secondary schools should have the
capability of interdisciplinary science [9]. This is the underlying need for a science teacher to have competence
in teaching in an integrated IPA (integrated), including integration in the field of science, integration with other
fields such as technology, health and integration with penacapain attitude, scientific processes and skills.
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In carrying out the science lesson on the curriculum in 2013, required capabilities related to the content
(content) materials science and how membelajarkan IPA. This approach is known as approach PCK
(Pedagogycal Content Knowledge). [2] Shulman (1986) in S.K Abell, D. L. Hanuscin, M. H. Lee, M. J Gagnon,
(2008) provides a basis to think that to teach science is not enough to simply understand content Material
Science (knowing science) but also how to teach (how to teach). Science teachers must have knowledge of
science learners, curriculum, instructional strategies, assessment so that it can carry out the transformation of
science knowledge.
The emergence of the curriculum in 2013, requires an adjustment of teachers in accordance with the
teaching pack teruang in Curriculum 2013. It is also a reference LPTK in preparing prospective science teachers
to be competent in accordance with that stated in 2013. Curriculum science teacher preparation program at the
level LPTK need data analysis of the needs of the field. The needs analysis capabilities include pedagogy,
content capabilities materials needed in the implementation of Curriculum 2013 and obstacles in implementing a
science teacher learning science in the curriculum of 2013.
It aims to do a case study to reveal the ability of science teachers in implementing the curriculum learning
science in 2013. Broadly speaking, this study has a position that is essential for further research both on the
subject of teachers in the field and the preparation of prospective teachers in LPTK environment. The objective
of this study was to determine the science learning process in terms of pedagogical content knowledge in the
curriculum implementation in 2013, knowing the science teacher obstacles in implementing the learning
according to the curriculum in 2013.
II. LITERATURE VIEW
A. Curriculum 2013
Curriculum development in Indonesia occurred from 1947, 1964, 1968, 1973, 1975, 1984, 1994, 1997,
2004, 2006 and until 2013. Curriculum curriculum sustainable development based a variety of factors. This is
corroborated by the opinion Oliva (1992: 29) [3], "The curriculum is a produc of its time, curriculum responds
to and is changed by social forces, philosophical positions, psychological principles, accumulating knowledge,
and educational leadership at its moments in history". Of that argument, it can be summarized that the
development of the curriculum meet the challenges that changes in social, philosophical aspects, science and
technology development.
Guidelines for Curriculum Development in 2013 noted that learning science in junior implemented
based alignment. Learning science in junior developed as integrative science subjects rather than as educational
disciplines. Both as an applicative oriented education, the development of thinking skills, learning ability,
curiosity, and the development of caring and responsible attitude towards the natural and social environment.
Integrative science has meaning integrating various aspects of domain attitudes, knowledge, and skills. This is
consistent with the understanding of science is integrated by Hewitt, Paul G and etc (2007: xvi), that integrates
science presents aspects of physics, chemistry, biology, earth science, astronomy and other aspects of Natural
Sciences [4]. In his book Conceptual Integrated Science, Integrated IPA is presented based contextual approach
is to connect science to everyday life, personal and direct, put one of the main ideas, contains troubleshooting.
In the presentation, IPA presented with unity concept to develop the realm of knowledge, attitudes and skills.
B. PCK (Pedagogycal Content Knowledge)

Shulman (1986) in S.K Abell, D. L. Hanuscin, M. H. Lee, M. J Gagnon, (2008: 79) gives the concept
of thinking about the PCK as follows:
"... .knowing Science is a Necessary but not sufficient condition for teaching. Science teacher Also must have
knowledge about science learner, curriculum, instructional strategies, and assessment through the which they
transform Reviews their knowledge in science to effective teaching and learning ". [11]
The concept of thinking gives the sense that the PCK for teaching science is not enough just to understand the
science of matter content (knowing science) but also how to teach (how to teach). Science teachers must have
knowledge of science learners, curriculum, instructional strategies, assessment so that it can carry out the
transformation of science knowledge. Shulman (1986: 9), defines the content knowledge into three categories of
subject matter content knowledge, pedagogical content knowledge, curricular knowledge.
C. Learning Science
Koballa and Chiappetta (2010: 105), defines science as a way of thinking, a way of Investigating, a body
of knowledge, and interactions with technology and society [5]. IPA can be summarized that there is a
dimension in the way of thinking, a way of investigation, building science and its relation to technology and
society. This becomes the substance of the fundamental importance of learning science who developed the
scientific process for the formation of the mindset of learners. According to Sund & Trowbridge (1973: 2), the
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word science as "both a body of knowledge and a process" [6]. According Trefil, James and Robert Hazen
(2007: xii), integrated approach (An integrated approach) involves a scientific process, organizing principle,
organizing the natural integration of scientific knowledge and its application in everyday life [7]. In addition, in
an integrated approach is also expected to be able to link students in other fields include physics, astronomy,
chemistry, geology, biology, technology, environmental, health and safety.
III. RESEARCH METHODS

This study used a qualitative research with case studies (qualitative case study) to obtain in-depth
information on the implementation of Curriculum 2013.
Case study research is a qualitative approach in the which the investigator explores a bounded system (a
case) or multiple bounded systems (cases) over time, through detailed, in depth of data collection, involving
multiple sources of information (eg, observation, interviews, audiovisual materials, and documents and reports)
and reports a case description and case-based themes. (Creswell, 1998: 73) [8].
Schools that used in this study will be determined through purposive sampling on the basis of the junior high
school in the city of Yogyakarta that SMP N 8 Yogyakarta and junior IT Abu Bakar Yogyakarta. This research
subject is a science teacher and second grade VII students of class VII in SMP N 8 Yogyakarta and junior IT
Abu Bakar Yogyakarta.
Data collection techniques used in this study include observational techniques non partisipants,
documentation, and semi-structured interview. Observation techniques used to see the implementation of
science teaching in class VII implementing Curriculum 2013. Interview techniques used to obtain information
readiness, barriers to learning science teachers in implementing the curriculum in accordance 2013. Instruments
and grating instrument contained in the annex.
The qualitative data obtained from observation, interviews and documentation were then analyzed using
qualitative analysis techniques Miles and Huberman, namely data reduction, data display and conclusion. [10]
IV. RESULT AND DISCUSSION

A. Curricular knowledge
TABLE 1. DESCRIPTION OF CURRICULAR KNOWLEDGE

Indicator Result of research
SMP IT Abu Bakar Yogyakarta SMP 8 Yogyakarta
Planning a scientific approach based Teachers formulate their own lesson Some already planned scientific but some
science learning (observation, plans through discussion forums science have not.
questioning, reasoning, experimental) teachers in one school. -Teacher uses a collection of lesson plans
- Each teacher makes RPP then shares when socialization training curriculum in
and discuss with friends the other science 2013
teachers.
Formulating objectives and indicators of Learning objectives statement in RPP - Formulation of learning objectives
learning includes the processes and results already includes the processes and
- Formulation of learning objectives result
contain a affective, knowledge, skills
aspects - - Formulation of learning objectives
- Indicator of knowledge aspect was contain a affective , knowledge,
formulated in C1-C3 skills aspects.
- Indicator knowledge was
formulated C1-C3.
Develop techniques and instruments are instruments in the RPP include scientific teachers use the ready-made lesson plans
thoroughly behavioral observation sheet instruments, from the curriculum 2013 training.
observation skills sheet and essay - Instrument in the RPP include attitude
questions. observation sheets, sheets observation
skills, essay test questions.
learning in the lesson plan that integrates -In the RPP are KI I, II, III, IV teachers use the ready-made lesson plans
KI I, II, III, IV. - Indicators are formulated into the result of socialization curriculum in 2013
attitudes, knowledge, skills - In the RPP were referred to, there are
KI 1, II, III, IV.
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B. Knowledge of instructional strategies
TABLE 2. DESCRIPTION OF KNOWLEDGE IN INSTRUCTIONAL STRATEGIES
Indicator SMP IT Abu Bakar Yogyakarta SMP N 8 Yogyakarta

The learning process is to develop When the material is standard unit of Students make origami (paper form
creativity measurement, students are asked to specify colored) to show the classification
- Generating idea: generating ideas in the the type of the measuring instrument, which dichotomy
discussion uses no shoes, inch, ruler, eraser, fathoms-
- Relating: able to make a connection to a
specific situation Based on the observation, students
- Inference confusion when working on a discussion
- Predicting question after taking measurements to make
- Make generalization generalizations. The question is "based on
- Visualization the comparison, the important thing is to be
- Synthezing formulated"
- Hypothesis
- Making analogies
- Inventing
Scientific learning activities (observing, - Students take measurements of classrooms, Students are invited to observe the
questioning, reasoning, experimental) desks and other objects using the span, torso
fathoms, ruler. When the material of cells, tissues,
When making measurements, the students organs, students make fresh
ask questions related to who they do not preparations of plant rhoediscolor and
know. membranes in the onions then observed
Teachers are not directly answer but give under a microscope.
petanyaan to lead students to answer
questions.
Guiding students to find out, will not be Based on the observation of the process, Based on observations, the teacher
notified of (discovery learning) includes teachers lead students to find out through comes in, the teacher gave the
the stimulation, discussion tasks and the investigation introductory material of cells, tissue
problem identification, observation, data .When the student asked, the teacher organs and then the students observe
collection, data processing and analysis, directed by asking questions again the cells by making fresh preparations
verification, generalization) At the beginning before the investigation, and preparations preserved.
the teacher showed pictures of various Teachers do not make and give
gauges, outlines the objectives and provides worksheet again. Students carry out
worksheets surveillance activities using students'
. In the beginning was not emphasized books.
students are invited to identify the At the beginning, the students have not
problem.generalization been invited to identify the problem
and the teacher did not give the
problem first.
Applying the learning model of problem- Based on the observation, identify the Based on the observation of the
based learning, project based learning problem does not arise, and the students process, which appears observation.
and discovery-inquiry-based learning and have not been able to do lesson plans and Based on observation, the students are
other approaches constructivism processes. not being led to relate the observed
Lesson plan compiled using the model of data of cell for was generalized
discovery learning
Teachers have not tried using project based
learning and problem based learning.
Learning science is done with coherence Based on the observation process, associate It does not appear either its integration
(integrated science) professor with the material aspects of the with aspects of the attitude or in the
attitude, for example, when asking the lamp content material.
inventor Thomas Edison, the teachers
stressed that the IPA invention involves
various religions. This leads to tolerance
and respect.
When measuring the material, students are
asked to look at pictures of leaves on paper
mm. students are asked to calculate its area.
Students are not asked to measure directly
the leaves.
To motivate and reduce boredom during
activities, teachers often play the short
video example of a disabled child that
persistent struggle and songs of
encouragement more.
When the teacher asked reviewing IPA
object, after students answer the teacher
gives confirmation that God's grace
provides an opportunity to look at objects
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and microscopic living creatures.

When the teacher asks the distance between
the sun and the earth with SA, teacher
linking with the distance of the field
maksar, "then we should do?"
Integrating between concepts within The material of measurement associated Not seen its integration
major theme carried out with the model with the measurement of leaf
connected, webbed It uses a connected model.
Awarded the project to solve authentic Given projects unit of measurement of the project-based learning yet
problems (related to everyday life related standard unit and not standard unit.
science objects )
C. Knowledge of understanding of science
TABLE 5. RESULT OF KNOWLEDGE IN UNDERSTANDING SCIENCE

Mastering the science concepts being Based on the observation, when the When observation, observation material
taught and follow the development of material differences in monocots and of cells, tissues, organs.
science. dicots, student confusion when discussing Teachers do not associate with the issue
types whose roots are in the worksheeet. of development of the science.
The content of science, associated with
the inventor of the light and the inventor
flasdisk.
Content of science was presented Based on observation, teacher associate There was no integration
integrated not separated in groups of the measurement with the size of
physics, chemistry, biology bacteria. Linking measurement to
measure the leaf area.
Materials and activities are enriched with In worksheet, yet bring all aspects of There was no appears during learning.
the needs of students to think critically critical thinking. It can be seen from the
and analytically discussion questions after the data
collection.
D. Knowledge of assesment.
TABLE 4. RESULT OF KOWLEDGE IN ASSESMENT

Measuring behavior (KD of KI and KI In the RPP, the teacher has drawn up an The teacher asks the students to collect
II), knowledge (KD at KI III) and skills assessment rubric of attitudes, and the product in the form of images of cells
(KD at KI IV) cognitive skills. observed students.
When learning, teachers are Teachers around watching each group but
overwhelmed in assessing various aspects did not use the assessment sheet
and have not memorized the names of Students when the interviewee feels
students judged for teachers around
Measuring KD at KI I and KI II and II Based on the observation of the process, Teachers are not visible to assess the
through behavioral observation, teachers around watching each group behavior and attitudes.
measuring KD at KI III through a written Do not look the teacher brought sheets to Based on the interviews, the teacher has
test, measure at KI KD IV with the assess the behavior not memorized the names of the students.
product assessment, performance, project Based on the interviews, teachers find it Teachers are overwhelmed with many
and portfolio. difficult to assess many aspects and have kind of assesment rubric.
not memorized the names of their
children. Students did not do the
activities when the teacher not observed
the group
Written test is done with a quiz about
converting the size of bacteria
Measuring the level of thinking of Based on observations of the mid test, the Teachers are not visible to assess their
students ranging from low to high shape of the essay test develop the ability attitudes and behavior.
to observe symptoms, determine the Based on the interviews, the teacher has
amount using a measuring instrument not memorized the names of the students.
(balance two arms, stopwatch, ruler), the Teachers are overwhelmed with the
ability of prediction. number of rubrics.
Stressing on questions requiring deep When the learning process, after all the Based on observations, the teacher is less
thought C3-C6 (critical thinking): groups to write the data, the teacher leads led to the students find their own
to the question: answers.
Measuring student work process, not just Teachers arounded give attention Teachers around, but did not bring the
the student's concept. working each group of students. But the assessment sheet.
teacher did not bring paper assessment Based on the interviews, teachers
rubric. difficulty judging process because of the
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Based on interviews, the teacher is large rubric,

judging process when students do has not memorized the name of students
activities but the weakness of the teacher and the time is short.
is not able to learn the names of all
students.
Using a portfolio of student learning Do not appear Students write down the results of the
images of cells and tissues in a special
task book, and then a teacher check the
result.
Based on the formulation of the problem, this study aims to determine the learning process on the
implementation of the curriculum in 2013 and knowing the obstacles of learning science curriculum mlealui
2013. Data collection was conducted classroom observations, interviews, questionnaires, and observation of
RPP and LKS. Classroom observations conducted in each school four times. Presentation of data in the learning
process in terms of (1) curricular knowledge; (2) knowledge of instructional Strategics for teaching science; (3)
knowing of understanding of science and science teaching; (4) knowledge of assessment. Complete data
research results are presented in the appendix. The following are the results of the data reduction process of
learning in the curriculum implementation in 2013. Curriculum 2013 first piloted in 2013. In Yogyakarta there
are 29 junior high schools as a pilot curriculum implementation, 2013. In a research school that is used as an
object of research is a junior IT Abu Bakar Yogyakarta and SMPN 8 Yogyakarta. Research focuses on knowing
the process of learning science and science teacher obstacles in the implementation of the curriculum in 2013.
Review of aspects of curricular knowledge, the process of learning science in 2013 has been planned
curriculum-based scientific. In planning the study, there is a science teacher who uses the result of socialization
training curriculum lesson plan 2013. In addition, there is also a science teacher who developed more tailored to
schools and learners. Based on the judgment of the lesson plan, the formulation of objectives already contain
processes and products that will be achieved. Assessment instrument that was used includes, attitudes, cognitive
and skills. Indicators are formulated C1 until C3. Viewed from the aspect of knowledge of instructional
strategics, the teachers have been working to develop creativity. Creativity indicator that not yet was developed
consists of ; make generalization, relating, inventing, making analogy, hypothesis, synthesis, generating ideas.
Creativity aspects that arise include visualization, inference and predicting. Lesson activities already based
scientific. Students are directed to do observation and measure. However, students have difficulties to make
reasoning to the formulation of the conclusion . Questioning ability of children have emerged but have not
describe the level of critical thinking. The type of questioning that emerged in the C1 until C3 level. To develop
the children ability must be stimulated by the teacher by first asking questions. The question was brought from
issues that make curiosity of students. Lesson activities has led students to seek out (discovery learning). Based
on observation, problem identification phase has not been raised and the students have not been able to
generalize. Teachers do in the beginning is to provide introductory material is not a problem to be solved.
Presentation function in stimulating learning problems. This stage is important in the early stages of the
discovery learning. Lesson plan compiled using the model of discovery learning. Teachers have not vary with
the model of problem based learning, project based learning and other contructivistiC approach. In its
application in the classroom, the model has not been all phases of discovery learning is raised. A phase which
has not been raised is the stage invites students to identify problems. The integration of the science content has
been raised but still constrained by a factor of mastery of knowledge in accordance with the scientific
background of teachers. With reference to the book of teachers and students, the teacher should be able to bring
its integration. The integration can be seen from the integration of science and attitudes, and the integration of
materials science (physics, chemistry, biology, earth space). One teacher has been integrated with the realm of
attitudes (religious and social). However, teachers in other schools may not be able to create a better alignment
with the realm of attitudes, knowledge, skills and integration of own material. In this case requires the ability of
teachers to develop the material and enrich the material to be able to integrate. Based on the observation of
student books, teacher books and learning process in the classroom, integrating model use of science concept
using a connected model. In lessons, teachers are giving the project examples; observing microorganisms in
various water samples. Teachers need to have the ability to relate the concept with the development of science.
Science teacher at SMP Abu Bakar follow the development of science by linking the inventor of the light, the
inventor flasdisk. In SMP N 8 Yogyakarta, has not been associated with the development of science and
technology. In the aspect of integration, a teacher in Abu Bakar link the material of measuring the size of
bacteria and leaf area. In SMP N 8 Yogyakarta, has not raised its integration. The ability to package and develop
materials to other areas needed to be able to present a unified science of matter. Teachers need to continuously
enrich the sources of information related to concepts or materials in order to overcome obstacles scientific
background factor. Review of critical thinking aspects, science teacher at SMP Abu Bakar not bring all the
components of critical thinking. It is seen in worksheet, where the questions were designed in the level of C1
until C3. While science teacher at SMP N 8 Yogyakarta, has not led to all aspects of critical thinking. In the
aspect of assessment, teachers difficulties in assessing the attitude and the process because there was many
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rubrics. For cognitive assessment, teachers are able to perform well through quizzes, midterms and final exams.
Product assessment has been done by teachers.
CONCLUSION
In this case study, there are some important things that related with to the curriculum 2013
implementation (a). Difficulty getting students to reason(b). Difficulty assessing authentic(c). Difficulties in step
to direct scientific reasoning(d). Students having trouble reading the observed data to be formulated into a
conclusion(e). Fears of teachers with national test pattern given product-oriented mindset and learn science
activities with scientific emphasis on the process.(f). The limited ability of teachers in combining materials
science (chemistry, physics, biology) because of factors mastery of teachers who are not relevant to the
scientific background.(g). Limitations children get information from sources other book when the book more
students invites students to observe, think, analyze the (scientific).(h). The difficulty in assessing the attitudes
and processes with many rubric (i). Difficulty developing the creative aspect(j). Difficulties in developing
critical thinking.
REFERENCES
[1] NSTA. 2003. Standards for Science Teacher Preparation. Revised 2003.
[2] Shulman. L.S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher,15 (2), 4-14.
[3] Oliva, Peter V. 1992. Developing the Curriculum. 3rd. Edition. New York: Harper.Collins Publishers.
[4] Hewitt, Paul G & etc. 2007.Conceptual Integrated Science. Pearson Education: US.
[5] Chiapetta, Eugene L. & Koballa, Thomas R. 2010. Science Instruction in the Middle and Secondary Schools. NewYork: Pearson.
[6] Sund & Trowbridge. 1967. Teaching Science by Inquiry in the Secondary School. Ohio:Charles E. Merrill Publishing Company.
[7] Trefil, James & Hazen Robert. 2007. The Sciences, An Integrated Approach. USA: John Wiley and Sons, Inc.
[8] Creswell, John W. 2008. Educational Research. USA: Pearson Education.
[9] Insih wilujeng.(2012). Redesain Kurikulum S1 Pendidikan IPA Menuju Standards for Secondary Science Teacher Preparation.. Artikel
Seminar Nasional ISPI.
[10] Miles, Matthew B & Huberman, A. Michael. (1992). Analisis Data Kualitatif. (Terjemahan Tjetjep Rohendi Rohidi). Jakarta:
Universitas Indonesia Press
[11] Abell, Sandra K, Rogers Meredith A, dkk. 2009. Preparing the Next Generation of Science Teacher Educators: A Model for
Developing PCK for Teaching Science Teachers. Journal of Science Teacher Education. 20:77-93.
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Proceedings

3rd INTERNATIONAL CONFERENCE ON RESEARCH,

Prof. Allen Price, Ph.D (Emmanuel College Boston, USA)

The theme of this 3rd ICRIEMS is ‘The Global Challenges on The

Hopefully, this proceeding may contribute in disseminating research results

Yogyakarta, May 2016

The Editor Team

FIGURE 3. VIEW OF PHET.COLORADO. EDU SIMULATION

Collaboration of Traditional Games with Science-Based

Keywords:traditional games, science, inquiry, scientific

A. Traditional Games as a learning resource

B. Implementation of traditional games in Inquiry-based science learning and Scientific Approach

FIGURE 1. MODEL DEVELOPMENT OF OUTDOOR LEARNING

Developing an Authentic Assessment Science Process Skills,

Abstract—This research is aimed to know the procedure of instrument development of

III. RESULTSS AND DISCUSSION

TABLE 1. CORE COMPETENCIES AND BASIC COMPETENCIES

2. Determinethe Instrument's Specifications

B. Results of Authentic Assessment Validation

C. Revision of The Product

Effectiveness Of Scientific Approach Integrating Onion

Dani Setiawan1, Insih Wilujeng2

Abstract—This study aims to analyzing the effectiveness of the implementation of scientific

Keywords: scientific approach, onion agriculture potential, environmental care attitude

II. RESEARCH METHOD

FIGURE 1.RESEACH DESIGN[21]

III. RESULT AND DISCISSION

Experimental Group Control Group

<%pre> <%post> <g> Category

The comparison of effectiveness difference between theimplementation of scientific approach-based

t df Mean Difference Sig. (2-tailed)

IV. CONCLUSION AND SUGGESTION

12, September 2012.

Activism of The Students in Reflective Thinking Learning

Keywords: Reflective Thinking, activism, brainstorming

Dewey, reflective thinking in problem-solving is a process of active-thinking, carefulness, which based on

TABEL 1. REFLECTIVE THINKING RESEARCH DESIGN

Class Treatment Activity

III. THE RESEARCH RESULT AND EXPLAINATION

TABEL 4. ACTIVITY OF STUDENTS IN CLASS B (WITH BRAINSTORMING APPROACH)

FIGURE 1. GRAPH OF STUDENT ACTIVITY OBSERVATION RESULT ON CLASS A AND CLASS B

The success percentage of student activity on class A can be calculated as:

The success percentage of students’ activity on class B can be calculated as:

Development The Subject Specific Pedagogy (SSP) of

Keywords: Science SSP, knowledge, attitude, skiils

II. THEORITICAL REVIEW

Knowledge, Attitude, dan Skill

Group Pretest Treatment Postest

Subject of the Research

b. Design: syllabus, lesson plans, teaching materials, and models of CNS.

IV. RESULTS AND DISCUSSION

TABLE 1. LIST OF SSP COVERAGE DESIGN RESULTS

TABLE 3. DESCRIPTION OF SEVERAL REVISIONS BASED FGD PRODUCT SSP 3 AND 4

TABLE 5. DESCRIPTION OF SOME REVISIONS BASED FGD PRODUCTS SSP 7 AND 8

V. CONCLUSIONS AND FOLLOW UP

Developing Computer-Based Instructional Media on Sound

Abstract—The aim of the study is to describe the improvement of students’ learning

Keywords: instructional media, sound wave, hearing, learning outcomes

II. RESEARCH METHOD

FIGURE 1. GRAPH ANALYSIS ASPECTS OF 5M ABILITY

FIGURE 2. COMPARISON CHART WITH ACQUISITION OF GAIN SCORE ON STUDENTS’ ABILITY OF 5M

Effectiveness of Learning with Authentic Task to Improve

Keywords: Authentic Task, Science Literacy Skill, Authentic Learning