- Born in Bandung, Indonesia, got master degree in science education from Indonesia University of Education and PhD in ... moreBorn in Bandung, Indonesia, got master degree in science education from Indonesia University of Education and PhD in chemistry education from Sultan Idris Education University, Perak, Malaysia. Worked for Indonesia University of Education as senior lecturer of science and chemistry education.edit
Inquisitiveness is one of indicators of the critical thinking disposition which is curiosity to gain knowledge. The aims of this research were to examine the construct validity of inquisitiveness indicators on critical thinking... more
Inquisitiveness is one of indicators of the critical thinking disposition which is curiosity to gain knowledge. The aims of this research were to examine the construct validity of inquisitiveness indicators on critical thinking disposition test in biology. The critical thinking disposition test consisted of 22 multiple choice questions that have been validated by experts and the items were presented through cases relating to biological content. This research involved 526 students of biology education from University of Muhammadiyah Bengkulu and the State University of Bengkulu in the grade of study (year 1, year 2, year 3, and year 4). Based on the confirmation by confirmatory factor analysis, this research found that the critical thinking disposition test for inquisitiveness indicators had the suitable construct validity for 10 items. This results were supported with the acceptable values of convergent validity, they were the standardized factor loading more than 0.5, composite rel...
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The purpose of this study was to look at the construct validity of the Critical Thinking Disposition (CTD) Test in Biology. Referring to Facione theory, there are seven indicators of CTD: truth-seeking, open mind, analyticity,... more
The purpose of this study was to look at the construct validity of the Critical Thinking Disposition (CTD) Test in Biology. Referring to Facione theory, there are seven indicators of CTD: truth-seeking, open mind, analyticity, systematicity, self-confidence, inquisitiveness, and maturity. The instrument used is ten groups of questions consisting of 7 questions that lead to the CTD. The test is presented in the form of cases relating to biological content and have been validated by experts. The study involved 526 respondents who are biology education students from two universities in Bengkulu with study level (year1, 2, 3 and 4). After confirming with CFA, the results show that the CTD test has suitable construct validity. This result is supported by the value received from Convergent Validity which includes the factor loading value of more than 0.5, while the Composite Reliability (CR) and Average Variance Extract (AVE) values for seven indicators of CTD are truth-seeking (CR=0.96, ...
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The increasing number of lesson studies implemented by the Government, donors, and schools to improve the quality of educational processes and outcomes in Indonesia requires the support of evaluation process that estimate the success... more
The increasing number of lesson studies implemented by the Government, donors, and schools to improve the quality of educational processes and outcomes in Indonesia requires the support of evaluation process that estimate the success level of its implementation. Program evaluation needs to be a complement to the implementation of the lesson study, because it will provide information about the real success level of the program being implemented, as a basis for creating continuous improvement of the implemented program sustainably. This paper highlights Thomas Guskey's model of evaluating professional development as a framework for evaluating the lesson study programs implemented. Five-level of evaluation according to Thomas Guskey (participants' reactions, participants' learning, organization support and change, participants' use of knowledge and skills, student learning outcomes) will be elaborated in this paper. The measures, data structure, data gathering as well as data analysis method which are needed to evaluate the effectiveness of the lesson study program will be presented in detail.
Materi pelajaran kimia SMA saat ini lebih menitikberatkan dimensi teoretik daripada dimensi aplikatifnya, sehingga tidak kontekstual pada kehidupan nyata pelajar. Padahal dalam dunia modern peranan bahan dan proses kimia amatlah nyata.... more
Materi pelajaran kimia SMA saat ini lebih menitikberatkan dimensi teoretik daripada dimensi aplikatifnya, sehingga tidak kontekstual pada kehidupan nyata pelajar. Padahal dalam dunia modern peranan bahan dan proses kimia amatlah nyata. Bahan kimia, baik yang produk alam ataupun buatan manusia (man-made) digunakan baik untuk memenuhi kebutuhan manusia akan sandang, pangan, papan, obat-obatan, energi, dsb. Pendidikan kimia yang berorientasi aplikatif dapat mengembangkan pengetahuan dan keterampilan fungsional bagi lulusan SMA yang hendak memasuki dunia kerja, yang dipenuhi peluang kerja yang terkait kimia, apakah sebagai detailer bahan-bahan kimia diperdagangan, atau membuat produk-produk rumahan berbasis kimia. Oleh sebab itu, kurikukum dan pembelajaran kimia SMA masa kini perlu membekali pengetahuan dan pengalaman bagi pelajar untuk mengenal bahan-bahan kimia di perdagangan, serta memiliki keterampilan dasar melakukan kerja kimia fungsional, seperti melakukan pemisahan, membuat larutan, melakukan pengukuran-pengukuran kimia, serta menangani keselamatan kerja dalam kimia. Kata kunci: Kimia SMA, dimensi aplikatif, pengetahuan dan keterampilan kimia fungsional.
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This paper discusses issues of scientific ethics, an important aspect to be studied in relation to the many misuses of scientific knowledge that have been proven to have a negative impact on dehumanization and environmental... more
This paper discusses issues of scientific ethics, an important aspect to be studied in relation to the many misuses of scientific knowledge that have been proven to have a negative impact on dehumanization and environmental sustainability. Although at first value-free science has contributed tothe rapid development of science, but later when the application of science spread out, both for good purposes and evil purposes. Therefore, the rules of scientific ethics are very important to be considered in determining the object of research and application of science in society. The discussion begins with the paradox of science (between benefits and threats), the question of whether science should be value-bound or value-free, and finally the ethical principles of science.
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Science examines observable and unobservable entities. There are different metaphysical views of the truth of knowledge in the unobservable domain, especially entities that are theoretical constructs. Realism sees unobservable knowledge... more
Science examines observable and unobservable entities. There are different metaphysical views of the truth of knowledge in the unobservable domain, especially entities that are theoretical constructs. Realism sees unobservable knowledge as true as long as the deduction from that knowledge is empirically proven. Anti-realism, on the other hand, rejects this view based on historical experience; many theoretical constructs that were originally seen as truth have been later proven to be incorrect. On that basis, anti-realism views theoretical constructs as not to be seen as truth, but only as instruments to explain and predict phenomena.
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This paper deals with several aspect about scientific explanation, including meaning, function, types, and structure of scientific explanation. Scientific explanation is contrasted with non-scientific explanation, particularly... more
This paper deals with several aspect about scientific explanation, including meaning, function, types, and structure of scientific explanation. Scientific explanation is contrasted with non-scientific explanation, particularly teleological and analogical explanations in their arguments. While, the two models of scientific explanation, which are deductive nomological (D-N) model and inductive statistical (I-S) then are contrasted in terms of their argument. Criteria for valid causality explanation is discuss at the end of this paper.
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This paper describes the nature of the scientific method as a framework used by scientists in exploring knowledge. In particular, this paper focuses on philosophical thinking that underlies the construction of the scientific method , the... more
This paper describes the nature of the scientific method as a framework used by scientists in exploring knowledge. In particular, this paper focuses on philosophical thinking that underlies the construction of the scientific method , the types of reasonings involved in the scientific method which cover deductive, inductive and abductive reasoning, interaction between theory and observation in the scientific method as well as thought processes build the scientific method.
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This paper presents scientific inference and its role in obtaining scientific knowledge. The presentation begins with the concept of scientific inference, followed by the specification of each types of scientific inference: deductive... more
This paper presents scientific inference and its role in obtaining scientific knowledge. The presentation begins with the concept of scientific inference, followed by the specification of each types of scientific inference: deductive inference, inductive inference, and abductive inference. Next is discussed the reasoning process involved and the issues that arise in each type of scientific inference. The presentation in this paper ends with a discussion of how to infer causality in natural phenomena which is the main goal of science.
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This paper outlines mainly Thomas Kuhn's view of the development of scientific ideas as more revolution (radical change) rather than evolution (continuous change). Therefore, the presentation in this paper contains a discussion of Karl... more
This paper outlines mainly Thomas Kuhn's view of the development of scientific ideas as more revolution (radical change) rather than evolution (continuous change). Therefore, the presentation in this paper contains a discussion of Karl Popper's classical mind which views science as cumulative, unified, and linear, which is further contrasted with the thought of Thomas Kuhn who views science developing through a process of revolution, fundamental changes that are different from before. This paper then further elaborates on the structure of Thomas Kuhn's scientific revolution, involving major concepts on Kuhn's structure of scientific revolution covering paradigms, normal science anomalies, paradigm shift, etc.
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This paper highlights the beginning of the process of adopting lesson studies in Indonesia through JICA Cooperation projects and three universities in Indonesia (UPI, UNY, and UM) which took place between 1999-2008. The discussion begins... more
This paper highlights the beginning of the process of adopting lesson studies in Indonesia through JICA Cooperation projects and three universities in Indonesia (UPI, UNY, and UM) which took place between 1999-2008. The discussion begins with the problems in the professional development of school-based teachers in Indonesia, and school-university partnerships as a prospective solution to solve the problems faced. Furthermore, this paper explains the evolution of lesson study in Indonesia which was facilitated by JICA experts from the collaboration of teacher-lecturer pairs in piloting activities in the implementation of the IMSTEP project to become collaboration involved a more massive number university lecturers and teachers at MGMP-MGMP (subject-based teachers working groups) regular activities in the implementation of the SISTTEMS project called lesson study.
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The purpose of this study was to describe five ASEAN countries primary and lower secondary science curriculums as well as to describe each countries educational issues/problems with regard to science education and government policies to... more
The purpose of this study was to describe five ASEAN countries primary and lower secondary science curriculums as well as to describe each countries educational issues/problems with regard to science education and government policies to provide framework for solving those problems. Curriculum aspects covered in this study were curricular aims, curricular content areas, learning processes, assessment practices, and outcome as well. The comparative method was employed in this study, including collecting relevant data from www, content analysis, interpretation of commonalities and uniqueness of each science curriculum. The findings: (1) There is a similarity in the essence of the science education aims in ASEAN countries, the difference between one country's curriculum and another is on strategy to package it in clusters of subject matter; (2) Although the terminology for the approach of learning science is expressed differently, but the essence is the same as learning science as what scientist do (scientific inquiry, scientific approach, scientific investigation); (3) In general school-based assessment as well as large-scale (high-stakes) test are used as strategy to monitor the progress of science learning in ASEAN countries; (4) Except for Singapore, students' science achievement of ASEAN countries in recent PISA study are below the OECD average countries (500); Education policy are directed to solve problems faced by each country in the process and outcomes of education
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Artikel ini mengetengahkan klaim disertai argumen bahwa pengembangaan guru berbasissekolah (school-based) perlu diwujudkan sebagai alternatif dari pengembangan guru berbasiscenter atau pengembangan guru yang bersifat adhoc. Efisiensi... more
Artikel ini mengetengahkan klaim disertai argumen bahwa pengembangaan guru berbasissekolah (school-based) perlu diwujudkan sebagai alternatif dari pengembangan guru berbasiscenter atau pengembangan guru yang bersifat adhoc. Efisiensi biaya, pengembangan sekolah sebagai organisasi belajar (learning organization), komunitas guru sebagai komunitas belajar, serta tidak mencabut guru dari sekolah menjadi argumen utama bagi klaim bagi pengembangan guru berbasis-sekolah. Lebih kanjut artikel ini mengemukakan fitur-fitur utama pengembangan guru berbasis-sekolah, dan MGMP tingkat sekolah sebagai wahana pengembangan guru tingkat sekolah. Antisipasi terhadap problematik implementasi pengembangan guru berbasis-sekolah serta alternatif solusinya disertakan sebagai bagian akhir dari artikel ini.
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This study examined the difference between novice and expert chemistry teachers in their modes of knowledge transformation exhibited when they were teaching the topic of chemical equilibrium for second grade students of senior secondary... more
This study examined the difference between novice and expert chemistry teachers in their modes of knowledge transformation exhibited when they were teaching the topic of chemical equilibrium for second grade students of senior secondary school. The participants of this study were two experienced chemistry teachers viewed by their peers as expert teachers and two chemistry student teachers who were in final stage of student teaching program in secondary schools. Two-three teaching episodes on chemical equilibrium conducted by each participant were observed and audiotaped. The data analysis was focused on qualitative comparison of the way novice and expert teachers representing the target concepts as inferred from transcriptions of classroom teaching and observation fieldnotes. It is revealed that Novice teachers employ less transformative approach compared to expert teachers in representing the target concepts. Novice teachers tend to transmit the target concepts instead of stimulate the students to construct the target concepts by themselves. Moreover, more limited demonstration, analogy, and illustration are utilized by novice teachers in representing the target concepts. The findings of this study suggest teacher education program to equip prospective chemistry teachers with more pedagogical content knowledge as an important professional knowledge needed to transform content knowledge in teaching.
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Makalah ini meneroka persoalan yang tengah dihadapi pembelajaran kimia di SLTA dan mengetengahkan rekomendasi untuk memecahkan persoalan tersebut, khususnya membuat mata pelajaran kimia di SLTA (SMA, MA, SMK), atraktif bagi siswa, konten... more
Makalah ini meneroka persoalan yang tengah dihadapi pembelajaran kimia di SLTA dan mengetengahkan rekomendasi untuk memecahkan persoalan tersebut, khususnya membuat mata pelajaran kimia di SLTA (SMA, MA, SMK), atraktif bagi siswa, konten pelajaran mudah dicerna, serta memfasilitasi siswa untuk mengembangkan kapasitas nalarnya dan keterampilan yang diperlukan siswa di masa depannya. Paparan mengklarifikasi isu-isu besar yang dihadapi pembelajaran kimia saat ini, dan apa yang seharusnya terjadi dalam pembelajaran kimia, sebagai landasan untuk mencari jalan bagi menutuk kesenjangan antara kondisi ideal dan realita. Paparan diakhiri dengan rekomendasi pergeseran-pergeseran yang diperlukan dalam praksis pembelajaran kimia di SLTA untuk menutuk kesenjangan yang ada.
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Makalah ini mengupas faktor-faktor yang mempengaruhi keberhasilan guru dalam mengajar, khususnya di SMA. Tantangan-tantangan kepada guru dalam mengajar beraneka-ragam sebagai akibat dari perkembangan zaman, sehingga pengkajian ulang... more
Makalah ini mengupas faktor-faktor yang mempengaruhi keberhasilan guru dalam mengajar, khususnya di SMA. Tantangan-tantangan kepada guru dalam mengajar beraneka-ragam sebagai akibat dari perkembangan zaman, sehingga pengkajian ulang terhadap praktek pengajaran yang biasa dilakukan perlu dilakukan, untuk menyesuaikan dengan perkembangan itu. Terdapat sejumlah variabel yang berpengaruh pada keberhasilan mengajar, antara lain siswa, lingkungan, guru, pembelajaran. Untuk mengoptimalkan pembelajaran, guru perlu memfasilitasi siswa belajar dengan membangkitkan motivasi siswa belajar, melakukan transformasi materi pembelajaran dari konsep keilmuan yang sukar dimengerti siswa ke bentuk yang tercerna siswa.
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The increasing number of lesson studies implemented by the Government, donors, and schools to improve the quality of educational processes and outcomes in Indonesia requires the support of evaluation process that estimate the success... more
The increasing number of lesson studies implemented by the Government, donors, and schools to improve the quality of educational processes and outcomes in Indonesia requires the support of evaluation process that estimate the success level of its implementation. Program evaluation needs to be a complement to the implementation of the lesson study, because it will provide information about the real success level of the program being implemented, as a basis for creating continuous improvement of the implemented program sustainably. This paper highlights an evaluation design for lesson study program based on Thomas Guskey's model of evaluating professional development. Five-level of evaluation according to Thomas Guskey (participants' reactions, participants' learning, organization support and change, participants' use of knowledge and skills, student learning outcomes) will be elaborated in this paper and applied to evaluation design for lesson study program. The measure, data structure, data collection which are needed to evaluate the effectiveness of the lesson study program will be presented in detail.
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This article describes the context, inputs, processes, and products of the JICA Grant Aid Project (1998-2022) at FPMIPA UPI as a concrete way of Japan's contribution in improving the quality of mathematics and natural science education... more
This article describes the context, inputs, processes, and products of the JICA Grant Aid Project (1998-2022) at FPMIPA UPI as a concrete way of Japan's contribution in improving the quality of mathematics and natural science education (MIPA) in Indonesia. The context of the project relates to the position of the project in the strategic efforts of the Government of Indonesia in improving the quality of mathematics and science teacher education as well as mathematics and science education at school level. Project inputs relate to the detailed sharing of the Government of Japan and the Government of Indonesia in the implementation of the JICA Grant Aid project. The description of the process covers the entire stages of the JICA Grant Aid project from the submission of proposals from the Indonesian side, JICA appraisals, basic and detailed design by planning consultants, as well as building construction and procurement of laboratory equipment and equipment, until the inauguration of project results. The project product covers the detail of project's output details. The presentation of the article ended with the actions taken by the management of FPMIPA as a user of the JICA Grant Aid result facility for the security, maintenance, utilization of JICA Grant Aid result facilities for the benefit of improving the quality of mathematics and science education in Indonesia.
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Artikel ini memaparkan substansi dalam teori Piaget tentang perkembangan intelektual (kognitif), yang berfokus dua hal esensial. Pertama, deskripsi tahap-tahap perkembangan intelektual anak dari tahap sensori-motor, pra-oparasi, operasi... more
Artikel ini memaparkan substansi dalam teori Piaget tentang perkembangan intelektual (kognitif), yang berfokus dua hal esensial. Pertama, deskripsi tahap-tahap perkembangan intelektual anak dari tahap sensori-motor, pra-oparasi, operasi kongkrit, sampai dengan operasi formal. Kedua, mekanisme perkembangan intelektual, yang meliputi proses perkembangan intelektual yang melibatkan asimilasi dan akomodasi, serta faktor-faktor yang mempengaruhi perkembangan intelektual anak, yakni kematangan, pengalaman, transmisi sosial, dan ekuilibrasi. Artikel diakhiri dengan implikasi teori Piaget tentang perkembangan intelektual pada kasus kendidikan, khususnya kurikulum dan pembelajaran.
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Dalam artikel ini dipaparkan secara ringkas fitur beberapa proyek pengembangan kurikulum IPA tingkat sekolah dasar yang dilakukan di AS di era tahun 1960-an sebagai bagian integral dari reformasi pendidikan IPA yang dipicu oleh peluncuran... more
Dalam artikel ini dipaparkan secara ringkas fitur beberapa proyek pengembangan kurikulum IPA tingkat sekolah dasar yang dilakukan di AS di era tahun 1960-an sebagai bagian integral dari reformasi pendidikan IPA yang dipicu oleh peluncuran Sputnik Uni Soviet. Proyek yang dipaparkan meliputi Science-A Process Approach (S-APA), Elementary Science Study (ESS), Science Curriculum Improvement Study (SCIS), Minnesota Mathematics and Science Teaching Project (MINNEMAST), Conceptually Oriented Program in Elementary Science (COPES), dan Science Manpower Project. Paparan berfokus pada tujuan, pendekatan, dan struktur kurikulum, serta konten sains yang dilibatkan, serta unit dan bahan pembelajaran yang digunakan untuk mengimplementasikan kurikulum yang dikembangkan.
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Artikel ini mengetengahkan hasil kajian filosofis tentang kepastian (certainty) dan ketidakpastian (uncertainty) dalam sains. Kepastian menyumbang pada superioritas sains, sementara ketidakpastian menyumbang pada limitasi sains. Kepastian... more
Artikel ini mengetengahkan hasil kajian filosofis tentang kepastian (certainty) dan ketidakpastian (uncertainty) dalam sains. Kepastian menyumbang pada superioritas sains, sementara ketidakpastian menyumbang pada limitasi sains. Kepastian dalam sains berakar pada epistemologi empiris yang diaplikasikan dalam sains, serta tradisi komunal saintis untuk memelihara obyektifitas dan keuniversalan bagi klaim-klaim sains. Sementara itu ketidakpastian dalam sains berakar pada ketidakpastian metodologis dan ketidakpastian intrinsik dalam struktur pengetahuan sains. Kajian ini secara simultan mewujudkan apresiasi dan skeptisitas terhadap sains. Kata Kunci: Superioritas sains, limitasi sains, kepastian dalam sains, ketidakpastian dalam sains.
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PISA is an international comparative study on students’ performance in Mathematics, Reading, and Science Literacies. The PISA survey is carried out on a sample of 15-year-old students in each OECD countries as well as other participating... more
PISA is an international comparative study on students’ performance in Mathematics, Reading, and Science Literacies. The PISA survey is carried out on a sample of 15-year-old students in each OECD countries as well as other participating countries in a three year cycle to measure students’ performance and some other factors related to the performance.
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Penelitian ini menguji dampak dari masuknya kimia dalam ujian nasional (UN) sebagai pengujian berisiko tinggi pada beberapa aspek kimia pengajaran serta aspek psikodinamik belajar kimia di tingkat sekolah menengah atas. Kausal-komparatif... more
Penelitian ini menguji dampak dari masuknya kimia dalam ujian nasional (UN) sebagai pengujian berisiko tinggi pada beberapa aspek kimia pengajaran serta aspek psikodinamik belajar kimia di tingkat sekolah menengah atas. Kausal-komparatif desain penelitian digunakan untuk penelitian ini. Untuk melakukan studi dua lima-poin Likert-jenis skala yang dikembangkan dan divalidasi, yaitu skala mengajar guru (TT-Scale) dan aspek psikodinamik skala belajar siswa (PSL-Skala). Sampel dalam penelitian ini adalah guru kimia 110 serta 240 siswa jurusan IPA di provinsi Jawa Barat digambar dengan multi-stage cluster sampling prosedur. Analisis data menggunakan t-test dan ANCOVA dilakukan untuk menguji signifikansi perbedaan rata-rata: tindakan pedagogis Guru sebelum vs setelah kimia termasuk dalam UN, aspek psikodinamik belajar siswa kelas 11 (lemah terpapar oleh UN) vs 12 grader (kuat terpapar oleh UN). Ditemukan bahwa perubahan pengujian berisiko tinggi secara signifikan pada berikut: Konten harus...
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Pengantar: Kelemahan sementara mahasiswa dalam kemampuan menulis untuk tujuan akademik menyebabkan pekerjaan membimbing penulisan makalah, laporan, skripsi, tesis, dan disertasi mahasiswa menjadi pekerjaan yang sangat menyita waktu.... more
Pengantar: Kelemahan sementara mahasiswa dalam kemampuan menulis untuk tujuan akademik menyebabkan pekerjaan membimbing penulisan makalah, laporan, skripsi, tesis, dan disertasi mahasiswa menjadi pekerjaan yang sangat menyita waktu. Pengalaman saya, sesi-sesi bimbingan fokus diskusi acapkali bergeser dari substansi ilmiah tulisan ke pembetulan tata-tulis. Tulisan dimaksudkan untuk memberikan rambu-rambu praktis bagi mahasiswa yang diantisipasi dapat mengeliminasi kerancuan bahasa dalam tulisan-tulisan akademik mahasiswa, sehingga mereka menghasilkan karya akademik yang bermutu. Landasan untuk menulis naskah ini adalah pengalaman mengikuti pelatihan penerjemahan yang diselenggarakan Ditjen Dikti di tahun 1990-an, serta rujukan-rujukan yang diterbitkan Penerbit ITB.
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Perkembangan teknologi informasi dan komunikasi telah membawa dunia industri ke era revolusi industri 4.0. Paradigma pendidikan di era industri 4.0 perlu sesuai dengan tuntutan pengembangan kualitas SDM di era industri 4.0. Oleh sebab itu... more
Perkembangan teknologi informasi dan komunikasi telah membawa dunia industri ke era revolusi industri 4.0. Paradigma pendidikan di era industri 4.0 perlu sesuai dengan tuntutan pengembangan kualitas SDM di era industri 4.0. Oleh sebab itu revolusi industri 4.0 mengimbas pada revolusi
pendidikan menjadi pendidikan 4.0. Dalam pendidikan 4.0 peserta didik lebih berperan sebagai konektor, kreator, dan konstruktivis dalam memproduksi dan mengaplikasikan pengetahuan. Pendidikan kimia
sebagai bagian integral dari proses pendidikan keseluruhan perlu muncul sebagai Pendidikan Kimia 4.0, yang mewujudkan keseimbangan antara ‘chemistry through education (CTE)’ dan ‘education through chemistry (ETC)’. Pendidikan Kimia 4.0 menuntut penguatan pada keterlibatan teknologi digital dalam keseluruhan proses pembelajaran kimia, baik sebagai sumber informasi maupun sarana bagi analisis data dan presentasi data hasil kerja laboratorium. Pendidikan Kimia 4.0 dapat diimplementasikan dengan menggunakan pembelajaran kimia berbasis STEM dan integrasi computational thinking (CT) dalam pembelajaran kimia.
pendidikan menjadi pendidikan 4.0. Dalam pendidikan 4.0 peserta didik lebih berperan sebagai konektor, kreator, dan konstruktivis dalam memproduksi dan mengaplikasikan pengetahuan. Pendidikan kimia
sebagai bagian integral dari proses pendidikan keseluruhan perlu muncul sebagai Pendidikan Kimia 4.0, yang mewujudkan keseimbangan antara ‘chemistry through education (CTE)’ dan ‘education through chemistry (ETC)’. Pendidikan Kimia 4.0 menuntut penguatan pada keterlibatan teknologi digital dalam keseluruhan proses pembelajaran kimia, baik sebagai sumber informasi maupun sarana bagi analisis data dan presentasi data hasil kerja laboratorium. Pendidikan Kimia 4.0 dapat diimplementasikan dengan menggunakan pembelajaran kimia berbasis STEM dan integrasi computational thinking (CT) dalam pembelajaran kimia.
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Perkembangan teknologi informasi dan komunikasi telah membawa dunia industri ke era revolusi industri 4.0. Paradigma pendidikan di era industri 4.0 perlu sesuai dengan tuntutan pengembangan kualitas SDM di Era Industri 4.0. Oleh sebab itu... more
Perkembangan teknologi informasi dan komunikasi telah membawa dunia industri ke era revolusi industri 4.0. Paradigma pendidikan di era industri 4.0 perlu sesuai dengan tuntutan pengembangan kualitas SDM di Era Industri 4.0. Oleh sebab itu revolusi industri 4.0 mengimbas pada revolusi pendidikan. Dalam pendidikan 4.0 pelajar lebih berperan sebagai konektor, kreator, dan konstruktivis dalam memproduksi dan mengaplikasikan pengetahuan. Pendidikan kimia sebagai bagian integral dari proses pendidikan keseluruhan perlu muncul sebagai Pendidikan Kimia 4.0, yang mewujudkan keseimbangan antara 'chemistry through education (CTE)' dan 'education through chemistry (ETC)'. Pendidikan Kimia 4.0 menuntut penguatan pada: (1) Keterlibatan teknologi digital dalam keseluruhan proses pembelajaran kimia, baik sebagai sumber informasi maupun sarana bagi analisis data dan presentasi data hasil kerja laboratorium, serta (2) Pengembangan keterampiln abad ke-21 yang diperlukan generasi muda untuk berkembang dan bersaing di era Industri 4.0. Pembelajaran kimia berbasis STEM dan integrasi computational thinking (CT) dalam pembelajaran kimia menjadi contoh wujud nyata implementasi Pendidikan Kimia 4.0 Kata kunci: Industri 4.0, pendidikan 4.0, pendidikan kimia 4.0, teknologi digital, STEM, computational thinking.
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Artikel ini memaparkan bagaimana mengaplikasikan “Teori Kecerdasan Majemuk” (TKM) untuk membuat pembelajaran kimia efektif bagi keseluruhan siswa dalam kelas yang beragam bakat dan kecenderngannya. Paparan diawali dengan mendeskripsikan... more
Artikel ini memaparkan bagaimana mengaplikasikan “Teori Kecerdasan Majemuk” (TKM) untuk membuat pembelajaran kimia efektif bagi keseluruhan siswa dalam kelas yang beragam bakat dan kecenderngannya. Paparan diawali dengan mendeskripsikan pandangan Howard Gardner tentang kecerdasan dan spesifikasi kecerdasan-kecerdasan jamak yang dapat dimiliki setiap individu. Selanjutnya, diketengahkan fungsi teori kecerdasan dalam proses pendidikan, baik sebagai pengarah untuk adaptasi pembelajaran pada profil kecerdasasan-kecerdasan peserta didik agar memotivasi mereka belajar, maupun mengembangkan kecerdasan majemuk peserta didik melalui pembelajaran. Bagian akhir artikel ini mengetengahkan strategi dan kegiatan pembelajaan kimia yang mengaplikasikan TKM, serta contoh kongkrit pengelolaan program semester pembelajaran kimia berbasis TKM.
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Higher-order thinking skills (HOTS) has become a part of education reform agenda in many countries. HOTS is broadly defined as a person's ability to use the mind to answer new (unusual) questions that cannot be solved by applying routine... more
Higher-order thinking skills (HOTS) has become a part of education reform agenda in many countries. HOTS is broadly defined as a person's ability to use the mind to answer new (unusual) questions that cannot be solved by applying routine algorithmic knowledge and skills that has been learned. HOTS involves critical, logical, reflective, metacognitive, and creative thinking applied in interpreting and analyzing information, formulating generalizations, making predictions, creating non-algorithmic solutions to problems at hand, making choices, and making decisions. HOTS is matched with the three highest cognitive levels (top-three) in Bloom-R Taxonomy (analyzing/C4, evaluating/C5, and creating/C6). Some alternative strategies that teachers can choose in developing HOTS in students include asking HOTS questions, inquiry-based learning, as well as POE (prediction-observation-explanation).
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Science is neutral, but the application of science through technology on the one hand can prosper, but on the other hand it can threaten human life, depending on the humans who use it. To prevent the emergence of negative impacts as a... more
Science is neutral, but the application of science through technology on the one hand can prosper, but on the other hand it can threaten human life, depending on the humans who use it. To prevent the emergence of negative impacts as a result of misusing scientific knowledge, science learners at the elementary and secondary levels need to be literate in the dilemma brought by science, and be able to perform moral judgement on the applications of science in the community. Merrill Harmin developed a paradigm as a framework for developing curriculum and implementing science learning that harm moral values. In that framework, science education is considered to consist of three levels, namely the level of facts, the level of concepts, and the level of ethical values. Without discouraging the task of science education to develop scientific knowledge, the curriculum and science learning must reach the third level, namely through moral considerations with regard to the application of science. The approaches that can be used to carry out value-laden science education vary from indoctrination, value clarification, to using logical thinking as well as scientific inquiry to evaluate societal issues on the application of science.
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Research Interests: Engineering and Sociology
Makalah ini memaparkan kerangka acuan bagi implementasi pendidikan sains untuk mendukung implementasi pendidikan bagi pembangunan berkelanjutan(Educatioan for Sustainability development, ESD) di Indonesia. Salah satu alternatif model ESD... more
Makalah ini memaparkan kerangka acuan bagi implementasi pendidikan sains untuk mendukung implementasi pendidikan bagi pembangunan berkelanjutan(Educatioan for Sustainability development, ESD) di Indonesia. Salah satu alternatif model ESD dipaparkan, dan potensi konsep “Science-Technology-Society” yang telah lama didiseminasikan di Indonesia ditawarkan untuk menjadi instrumen bagi implementasi ESD di Indonesia. Kata kunci: ESD, STS, Pendidikan Sains.
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This study examined the impact of the inclusion of chemistry in national examination (NE) as a high-stakes testing on some aspects of teaching chemistry as well as psychodynamic aspects of learning of chemistry at senior secondary school... more
This study examined the impact of the inclusion of chemistry in national examination (NE) as a high-stakes testing on some aspects of teaching chemistry as well as psychodynamic aspects of learning of chemistry at senior secondary school level. Causal-comparative research design was employed for this study. To conduct the study two five-points Likert-type scales were developed and validated, i.e. the teacher teaching scale (TT-Scale) and psychodynamic aspects of student learning scale (PSL-Scale). Samples for this study were 110 chemistry teachers as well as 240 science stream students in province of West Java drawn with multi-stage cluster sampling procedure. Data analysis using t-test and ANCOVA were conducted to examine the significance of mean differences of: Teacher’s pedagogical actions before vs. after chemistry included in the NE; Psychodynamic aspects of students’ learning of 11th graders (weaker exposed by NE) vs. 12th graders (stronger exposed by NE). It was found that th...
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This study aims to develop good quality performance assessment instrument that can be used to measure students’ scientific thinking skills. The research method used is Development & validation The study describes the 5 stages of... more
This study aims to develop good quality performance assessment instrument that can be used to measure students’ scientific thinking skills. The research method used is Development & validation The study describes the 5 stages of instrument development, namely the analysis of performance assessment journals, analysis of Core Competency and Basic Competency on 2013 curriculum, field surveys, development of indicators and student worksheets, as well as target skills and rubric development. The developed instrument consists of 33 target skills (experimental problem solving) and 9 target skills (quantitative literacy). The expected value in this research is the accuracy of students in performing practical work. In the validity test, it is obtained a CVR value of 1.00 on 42 developed target skills, so that the instrument was declared as valid. Based on the analysis of research data, it can be concluded that the developed performance assessment instruments have good quality to measure stud...
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Abstrak: Teori tentang bumi datar menjadi isu sains yang menjadi peredabatan di masyarakat sekarang ini. Teori ini menentang anggapan tentang Teori Bumi Bulat. Teori Bumi Bulat merupakan teori yang sudah lebih dahulu diyakini oleh... more
Abstrak: Teori tentang bumi datar menjadi isu sains yang menjadi peredabatan di masyarakat sekarang ini. Teori ini menentang anggapan tentang Teori Bumi Bulat. Teori Bumi Bulat merupakan teori yang sudah lebih dahulu diyakini oleh beberapa ilmuwan seperti Aristoteles, Ptolemeus, Erasthotenes dan Columbus. Samuel Rowbotham seorang ilmuan asal Inggris menentang kebenaran bumi bulat. Berdasarkan penafsirannya mengenai ayat-ayat tertentu di Alkitab, Rowbotham mempublikasikan sebuah pamflet 16 halaman, yang kemudian ia kembangkan menjadi sebuah buku yang berjudul Earth Not a Globe. Rowbotham meyakini bahwa bumi merupakan sebuah cakram datar yang berpusat di Kutub utara dan dikelilingi oleh dinding es Antartika, sementara matahari dan bulan berjarak sekitar 4800 km (3000 mil) dan kosmos berjarak 5000 km (3100 mil) di atas bumi. Teori ini cukup berkembang di bawah organisasi flat earth society. Kaum flat earth mengkaim bahwa Teori Bumi Datar merupakan sebuah realita ontologi secara keilmua...
The purpose of this study is to develop a reflective thinking scale instrument to measure the level of reflective thinking ability of prospective physics students. This research method used the DDR (Design Development Research) method... more
The purpose of this study is to develop a reflective thinking scale instrument to measure the level of reflective thinking ability of prospective physics students. This research method used the DDR (Design Development Research) method with the Tools and Research model. The reflective thinking scale developed is a modification of the Reflective Thinking Kember which consists of 24 items each consisting of 6 definitions. The level of Kember reflective thinking namely; 1) Habitual Actions, 2) Understanding, 3) Reflective, 4) Critical Reflective. The research sample was 138 prospective physics teacher students who had taken thermodynamics courses. Data analysis techniques in this study used the CVR (Content Validity Ratio) for content validation analysis, Product Moment Correlation (construct validity test), Cronbach alpha (Reliability) and Confirmatory Factor Analysis to find a model match. The results show that the instrument is valid, reliable and the Goodness of Fit index. It is the...
The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was... more
The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was f...
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This paper explores STEM education (science-technology-engineering-mathematics) as the integration of the four disciplines, as well as its implementation in the form of STEM-based science learning. The paper in detail reveals the concepts... more
This paper explores STEM education (science-technology-engineering-mathematics) as the integration of the four disciplines, as well as its implementation in the form of STEM-based science learning. The paper in detail reveals the concepts and purpose of STEM education, STEM integration patterns, the compatibility of STEM education with the existing Curriculum in Indonesia, as well as the STEM-based science learning features that set it apart from conventional learning and assessment. STEM education development in Indonesia opens up educational research opportunities for postgraduate students, in particular the development of innovative models of STEM education-based science learning units as well as examinations of their effectiveness through classroom-based scientific research.
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Keterampilan-keterampilan proses (process skills) telah menjadi bagian dari tujuan pembelajaran sains. Namun demikian, baik asesmen pembelajaran oleh guru, sekolah, maupun asesmen berskala luas tidak pernah menilai penguasaan... more
Keterampilan-keterampilan proses (process skills) telah menjadi bagian dari tujuan pembelajaran sains. Namun demikian, baik asesmen pembelajaran oleh guru, sekolah, maupun asesmen berskala luas tidak pernah menilai penguasaan keterampilan-keterampilan proses tersebut. Masalahnya adalah karena ketiadaan rujukan yang menerangkan secara ilustratif mengkonstruksi butir-butir soal keterampilan proses. Tulisan ini dimaksudkan terutama untuk mendeskripsikan spesifikasi beberapa jenis keterampilan proses serta cara penilaiannya, disertai contoh-contoh butir soal dalam konteks mata pelajaran kimia.
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This article highlights the results of philosophical examination on certainty and uncertainty in science. Certainty contributes to the superiority of science, whereas uncertainty contributes to the limitation of science. Certainty in... more
This article highlights the results of philosophical examination on certainty and uncertainty in science. Certainty contributes to the superiority of science, whereas uncertainty contributes to the limitation of science. Certainty in science is rooted in empirical epistemology applied in science, as well as communal traditions of scientists to maintain objectivity and universality for scientific claims. Meanwhile, uncertainty in science is rooted in methodological uncertainty and intrinsic uncertainty in the structure of science knowledge. This study simultaneously embodies appreciation and skepticism toward science.
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Today's technological developments bring the industrial world to the era of industrial revolution 4.0. The education paradigm that is the reference frame of education is no longer suitable for the development of human resources quality in... more
Today's technological developments bring the industrial world to the era of industrial revolution 4.0. The education paradigm that is the reference frame of education is no longer suitable for the development of human resources quality in the Industrial Era 4.0, so that the industrial revolution4.0 impacts on the education revolution. In education 4.0 learners play more of a connector, creator, and constructivist role in producing and applying knowledge. Chemical education as an integral part of the overall educational process needs to emerge as Chemistry Education 4.0, which embodies the balance between chemistry through education (CTE) and education through chemistry (ETC), with strengthening in aspects: (1) Involvement of information and communication technology in the entire learning process, both as a source of information and a means for processing, analyzing, and presentation of laboratory work data; (2) Development of 21st Century skills, as well as introduction of industrial world in the field of chemistry or related chemistry to learners. STEM-based learning is a model for realizing chemistry education 4.0.
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Makalah ini mengupas elemen-elemen dasar dari penelitian Pendidikan sains, baik penelitian akademik untuk pengembangan teori maupun penelitian terapan berbasis kelas untuk penyelesaian masalah praktis pembelajaran. Lingkup makalah... more
Makalah ini mengupas elemen-elemen dasar dari penelitian Pendidikan sains, baik penelitian akademik untuk pengembangan teori maupun penelitian terapan berbasis kelas untuk penyelesaian masalah praktis pembelajaran. Lingkup makalah meliputi hakikat penelitian pendidikan, paradigma-paradigma penelitian pendidikan, kontinum metode-metode penelitian, domain-domain penelitian dalam pendidikan IPA, serta proses pengembangan dan validasi instrumen untuk menyediakan instrumen yang berkualitas bagi penelitan yang akan dilakukan.
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Science has two dimensions, i.e. dynamic dimension and static dimension. Dynamic dimension deals with the ways of scientists investigate such as observation, experiment, data collection and interpretation, whereas static dimension covers... more
Science has two dimensions, i.e. dynamic dimension and static dimension. Dynamic dimension deals with the ways of scientists investigate such as observation, experiment, data collection and interpretation, whereas static dimension covers many kinds scientific knowledge as product of investigations, such as scientific facts, concepts, laws, and theories. Both dimensions of science need to be considered equally important in science learning. Scientific knowledge is characterized as empirical based, tentative, limited, imaginative and creative, tested, parsimony, and subjective in a certain aspect.
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The advancement of information and communication technology have led countries in the world to be connected each other in multi facets manner thereby forming globalization. Technological advancement has also brought the world industries... more
The advancement of information and communication technology have led countries in the world to be connected each other in multi facets manner thereby forming globalization. Technological advancement has also brought the world industries to arrive in the 4.0 industrial revolution. The new developments in the industrial sector change of the human life that happened nowadays demand a different quality of human resources than before. Therefore, technological developments and globalization have induced change in the world of education, especially in the learning targets, processes, as well as learning media. The changes in education are manifested in new trends in learning to adapt to technological and global demands. It raises some issues and challenges that need to be solved by education administrators and educational practitioners.
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Standar Penilaian Pendidikan merujuk penilaian portofolio sebagai salah satu strategi penilaian hasil belajar. Portofolio merupakan koleksi sitematik dari sampel hasil kerja peserta didik yang dihasilkan dari rangkaian proses pembelajaran... more
Standar Penilaian Pendidikan merujuk penilaian portofolio sebagai salah satu strategi penilaian hasil belajar. Portofolio merupakan koleksi sitematik dari sampel hasil kerja peserta didik yang dihasilkan dari rangkaian proses pembelajaran yang dilakukan dalam kurun waktu tertentu. Penilaian portofolio dipandang memberikan informasi lebih komprehensif tentang proses dan hasil belajar. Kendala penyimpanan portofolio siswa yang dihadapi dalam pelaksanaan penilaian portofolio tradisional saat kini dapat diatasi dengan menggunakan portofolio elektronik. E-portofolio memuat dokumen-dokumen versi digital dan disusun dalam sistem informasi dan komunikasi yang memungkinkan dilakukan pencarian terhadap dokumen-dokumen elektronik tersebut. Rubrik penilaian portofolio perlu dibuat guru untuk menjamin kelengkapan dan keakuratan penilaian. Kata kunci: Penilaian alternatif, penilaian portofolio, e-portofolio, rubrik penilaian portofolio.
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This paper introduces an idea to enhance science education practice for Muslim students. It has been designed to associate science learning with Islamic content, namely scientific ideas discovered by Muslim scientists, Qur'anic verses... more
This paper introduces an idea to enhance science education practice for Muslim students. It has been designed to associate science learning with Islamic content, namely scientific ideas discovered by Muslim scientists, Qur'anic verses related with scientific concepts, as well as Islamic values relevant for making moral judgement on socio-scientific issues. Modern teaching of science consisting stages of scientific facts exploration through observation and experimentation, concepts formation through inquiry/discovery learning, application of scientific ideas to solve real problems through STEM learning, and making moral judgement on socio-scientific issues. According to the model proposed in this paper, contribution of Muslim scientists is mentioned in relevant stages, while relations of modern scientific concepts and Qur'anic verses is to be revealed in science learning. On the basis of understanding of relevant scientific knowledge and Islamic values, the students are encouraged to deal with socio-scientific issues. It is expected that such integration of Islamic content into science learning results strengthen Muslim students' motivation to learn science, build students' perception that Islam concerns with science, proud as a part of Islamic society, as well as be able to make independent moral judgement on socio-scientific issues regarding the use of modern science.
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This presentation covers mainly driving forces that frame science education practices, seven current global trends on science education practices, as well as some current issues related to science education practices in developing... more
This presentation covers mainly driving forces that frame science education practices, seven current global trends on science education practices, as well as some current issues related to science education practices in developing countries.
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This presentation covers the issues of what and why STEM Education , how to implement STEM Education in chemistry learning lessons, and what does research say about its impact.
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Paparan meliputi penjelasan tentang apa dan mengapa PISA, apa yang dinilai dalam PISA, bagaimana sampel survei PISA, seperti apa instrumen survei PISA, bagaimana PISA mempresentasikan hasil surveinya, serta bagaimana capaian anak... more
Paparan meliputi penjelasan tentang apa dan mengapa PISA, apa yang dinilai dalam PISA, bagaimana sampel survei PISA, seperti apa instrumen survei PISA, bagaimana PISA mempresentasikan hasil surveinya, serta bagaimana capaian anak Indonesia dalam seri PISA berbanding capaian anak-anak negara ASEAN lainnya.
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Presentasi ini membincangkan isu perampingan kurikulum mapel kimia SMA/MA, yang diawali dengan paparan mengapa konten kurikulum kimia perlu ramping, kemudian gerakan global untuk perampingan kurikulum kimia, mitos-mitos dalam... more
Presentasi ini membincangkan isu perampingan kurikulum mapel kimia SMA/MA, yang diawali dengan paparan mengapa konten kurikulum kimia perlu ramping, kemudian gerakan global untuk perampingan kurikulum kimia, mitos-mitos dalam pengembangaan kurikulum di Indonesia tentang lingkup dan kedalaman konten materi pelajaran kimia yang menghambat perampingan kurkulum, serta topik-topik kontroversi dalam pemangkasan konten kurikulum kimia SMA/MA.
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Presentasi ini mengupas prinsip keselarasan “Standar-Pembelajaran-Asesmen” sebagai kaidah dalam implementasi kurikulum, kurikulum perguruan tinggii berbasis KKNI, pembelajaran dalam Implementasi kurikulum berbasis KKNI, asesmen proses dan... more
Presentasi ini mengupas prinsip keselarasan “Standar-Pembelajaran-Asesmen” sebagai kaidah dalam implementasi kurikulum, kurikulum perguruan tinggii berbasis KKNI, pembelajaran dalam Implementasi kurikulum berbasis KKNI, asesmen proses dan hasil belajar dalam implementasi kurikulum berbasis KKNI, model asesmen untuk implementasi kurikulum berbasis KKNI, antisipasi masalah pelaksanaan dan alternatif solusi.
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Pada akhir tahun 2015 negara-negara Asia Tenggara (ASEAN) menyepakati pembentukan “Masyarakat Ekonomi ASEAN (MEA) sebagai bentuk integrasi ekonomi kawasan ASEAN yang bertujuan untuk memacu pertumbuhan ekonomi di masing-masing negara.... more
Pada akhir tahun 2015 negara-negara Asia Tenggara (ASEAN) menyepakati pembentukan “Masyarakat Ekonomi ASEAN (MEA) sebagai bentuk integrasi ekonomi kawasan ASEAN yang bertujuan untuk memacu pertumbuhan ekonomi di masing-masing negara. Realisasi perdagangan bebas dalam konteks MEA menimbulkan arus bebas dari satu negara ke negara lain di ASEAN dalam barang, jasa, dan tenaga kerja. Upaya strategis diperlukan untuk meningkatkan daya saing produk dan tenaga kerja Indonesia yang ditopang oleh kualitas pendidikan, termasuk pendidikan kimia. Untuk itu inovasi pendidikan kimia ke depan perlu berkontribusi pada pengembangan kemampuan berinovasi dan memecahkan masalah, yang ditopang oleh pemahaman yang mendalam terhadap pengetahuan kimia dan aplikasinya, serta soft-skills kreativitas, inisiatif, kerjasama, dan komunikasi. Pendekatan-pendekatan pembelajaran yang telah diterapkan dalam pembelajaran kimia sejauh ini, seperti pendekatan konsep, pendekatan inkuiri, pendekatan kontekstual, dan pendekatan saintifik secara terpisah-pisah belum cukup handal dalam pengembangan kualitas SDM yang menopang daya saing ekonomi bangsa. Konsep pendidikan STEM (science-technology-engineering-mathematics) yang sedang berkembang di AS dan negara-negara maju saat kini dapat menjadi framework baru bagi inovasi pendidikan kimia di Indonesia dalam era persaingan bebas. Pendidikan STEM mengintegrasikan pemahaman sains, pemikiran saintifik, keterampilan matematika, dan teknologi yang ada, dengan kemampuan melakukan proses desain rekayasa (engineering design process). Dengan kompetensi STEM tersebut lulusan persekolahan terlatih menggunakan pengetahuan sains yang dimilikinya untuk mengkreasi produk inovatif yang mampu memecahkan masalah-masalah di masyarakat. Kompetensi tersebut menjadi fondasi untuk menjadi ahli rekayasa jika ia melanjutkan ke perguruan tinggi, atau dapat diwujudkan dalam menciptakan produk-produk bernilai ekonomi dan membuka lapangan kerja jika ia akan terjun ke masyarakat.
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This presentation discuss the feature of professional teacher, professional knowledge base for teaching, pedagogical content knowledge (PCK), the function of PCK in knowledge transformation, the role of PCK in effective chemistry teaching... more
This presentation discuss the feature of professional teacher, professional knowledge base for teaching, pedagogical content knowledge (PCK), the function of PCK in knowledge transformation, the role of PCK in effective chemistry teaching in secondary school, and strategy for enhancing teacher's PCK.