SCIENCE EDUCATION BARRIERS

IN MIDDLE SCHOOLS IN INDONESIA

Frida U. Ermawati1,2
1. Physics Dept. Surabaya State University. Phone +62-31-8289070 Fax: +62-31-8296427 Email: frida1@telkom.net
2. Center For School of Science and Mathematics, Postgraduate Program, Surabaya State University. Phone & Fax: +62-31-8291834
Surabaya, INDONESIA 60231

WHAT IS THE FACTS?

HOW TO IMPLEMENT CONTEXTUAL LEARNING IN

A SCIENCE CLASS?

Students dont feel science subject is meaningful (useful)

Too much materials to cover

No integration b/w materials given in the lowest grade to the highest

grade

No match between curriculum and national test

More emphasis on student outcome, rather than on the methods

Teacher centered, not student centered

Students are interested in grades, not developing their skills

Raise questions, proposed explanation and use

observations

Class size too big, 40-50 per class

Plan and carry out learning activities

The ADB Bank research results (2001):

- Learners are categorized into four:
Fast learners/Conceptual learners
Contextual learners
Slow learners
Disable
- In Indonesia, 60% of the learners are contextual learners, is that a
group of students that need extra clarification in order to understand a
concept(s) taught by teacher.

Communicate using a variety of methods (journals, drawing,

report, graphic, etc)

View themselves as learners in the process of learning

Accept an Invitation to learn and willingly engaged in an
exploration process

WHAT IS THE ACTIONS TAKEN?

Guided by learning materials (student book, student worksheets, evaluation and

lesson plan) developed based on contextual approach, students:

Critique to their learning practices

WHAT IS THE TEACHERS ROLE IN AN INQUIRY/

CONTEXTUAL CLASSROOM?
Facilitators of learning, i.e.
Reflects on the purpose and makes plans for inquiry process

Contextual learning approach is adapted and introduced in science class in

junior secondary schools in Indonesia.

Understand the necessary skills, knowledge, and habits of mind needed for
inquiry learning

WHAT IS CONTEXTUAL LEARNING (CL)?

Understands & plans ways to encourage and enable the learners to take
increasing responsibility for their learning

In close relationship with actual experience, experiential learning, real-world

education, and active learning.

Insures that classroom learning is focused on relevant and applicable

outcomes

Curriculum methodology ties to the childs experience and interest.

Prepares physically and mentally for unexpected questions or suggestions

from the learners

Requires performance assessment

A partner with traditional testing:
CL also requires:
Linkage to workplace,
community organization
and other context
Staff development for
teachers and employers
School organization
Communication among all
relevant players
Need time to plan,
collaborate, to learn and to
reflect on what is
accomplished

Prepares the classroom environment with the necessary learning tools,

materials, and resources for active involvement of the learners

Performance
Assessment
Features:
Cooperative
Learning
Creative
Design

Flexible,
Adaptable

Skills
Application

Creative
Products

Authentic
Application

Applies to All
Learning
Styles

Work Habits
*Personal
Growth

Traditional
Assessment
Features:
Problem
Solving

SelfAssessment

Content
Process
Knowledge

Seven Principles of Contextual (Teaching and) Learning:

1. Inquiry: A process that moves from observations to understanding a concept or
phenomenon
2. Questioning: used by teachers to prompt, guide & assess students thinking
used by students throughout an inquiry-based activity
3. Constructivism: Construct their own create of meaning from new experiences
based on prior knowledge, hence deep understanding
4. Learning Community: speak & share ideas, collaborate with others to create
learning
5. Authentic Assessment:
A variety of strategies used to evaluate learners knowledge and skills
Requires application of knowledge or skills
Product or performance assessment
Relevant, conceptualized tasks
Process and products can both be measured.
6.

7.

Reflection:
Ways of thinking about what we have learned
Reviewing and responding to events, activities and experiences
Recording what we have learned, how we feel, new ideas
Can take many forms: journals, discussion, and artwork.

act, and to learn

Thinking aloud about your own learning process
Demonstrating how you want students to learn
Doing what you want students to do.

Constantly alert to learning obstacles and guides learners when necessary.

SOME ACHIEVEMENTS
Since about 3 years ago, Directorate of Elementary and Middle Schools,
Directorate General of Elementary and Middle Education, Department of
National Education in collaboration with the Center for School of Science and
Mathematics, Postgraduate Program, Surabaya State University have developed
contextual teaching and learning materials (lesson plan, student book, student
worksheets and evaluation) for Physics, Biology and Math subjects in Junior
Secondary School.
As a pilot project, the materials above have been tried out to some schools in
Surabaya, and in the provinces of East Kalimantan, South Kalimantan, Central
Sulawesi, Southeast Sulawesi, North Sulawesi and Gorontalo. The results have
now being evaluated.
During September November 2001, the Department of National Education in
collaboration with the University of Washington (UW), College of Education, WA
USA, LAPI-ITB Bandung, and Surabaya State University had trained 21 junior
secondary science schools teachers from the 6 provinces above (Batch-1
group).
The teachers above had completed an in-country and overseas fellowship
program on contextual teaching and learning (CTL) and materials development,
held in Surabaya State University and the UW, WA USA.
Objectives of the program:
The teachers understand the philosophical and theoretical foundation of CTL
To know the rationale and emerging impetus for a CTL National Trust in the
USA education and the rationale for CTL in Indonesian setting
To plan, develop, implement and evaluate some teaching and learning
materials for junior secondary schools Physics, Biology and Math subjects
To have knowledge of classroom action research (CAR).
The teachers are now back to their home schools to implement their
achievements into their classes, monitored by Surabaya State University.

Modeling:
A process of providing an example of how you want others to be, to think,

to

Values and encourages responses and, when these responses convey

misconceptions, effectively explores the cause and appropriate guides the
learners

The 2nd Batch group of junior secondary science teachers from the same
provinces above are now on the progress to sit at the same program (February
to April 2002) carried out in Surabaya State University and the UW, WA USA.

ACKNOWLEDGEMENTS:

1. To all the conference committee members for the efforts to materialize the conference, & for the invitation.
2. To UNESCO for the sponsorship.