TABLE OF CONTENTS
PAGE TITTLE
PREFACE
TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION
A. Background
B. Problem
C. Purpose
CHAPTER 2 DISCUSSION
A. The Understanding of Natural Science Education
B. Development Of Natural Science Education In Junior High School
CHAPTER 3 CONCLUSION
REFERENCE
CHAPTER 1
INTRODUCTION
A. Background
We discuss and apply science and technology into our lives not because it comes from western culture. Or because the philosophy of knowledge has evolved qualitatively in the eastern world. Culture that we want to have and develop because of our belief that science and technology still remains a means of supporting efforts to enhance the value of humanity in the future. Humans who've grown in the early 20th century was probably never imagined that at some point humans to set foot on the moon. This proves that all human life is influenced by the development of Natural Sciences. Agriculture, medicine, industry, communications, transportation, weaponry, education, trade, economic, cultural, political and even religious life is also related to and affected by the natural sciences.
Thus natural that most people today are familiar with natural science than is needed to addapted themselves with the environment. However, we also need a majority of members of the community to explore and develop natural science in the hope that thanks to their services, human life in the future for the better
We can not deny that natural science is very influential to human life. The difference of natural knowledge that people had already resulted in many changes, both beneficial and felt that could endanger human life. To become a teacher of natural science, of course must have an adequate understanding of science will be taught that. Not just that, a teacher must also have sufficient knowledge about the history of science is taught, the benefits for human life later, his relationship with other fields and so forth.
Furthermore, science can be divided into 2 groups, namely natural science and social science. Which belong to natural science is physics, chemistry, biology, earth and space science (including geology,
astronomy, and meteorology) with all sorts of branches or perpeduannya covered in social science is politics, economics, history, sociology, anthropology culture with its branches. In natural science there is also a distinction to be pure science and applied science. However often the case that science is defined more narrowly into natural science.
Thus, natural science education it is necessary not questioned anymore. Which might argue about how our efforts for natural science education that can be taught more effectively and efficiently.
B. Problem
1. What is the understanding of Natural Science Education?
2. How the development of Natural Science Education in Junior High School?
C. Purpose
1. To know the understanding of Natural Science Education.
2. To know the development of Natural Science Education in Junior High School.
CHAPTER 2
DISCUSSION
A. The understanding of Natural Science Education
Natural science education is a discipline within which related to education and natural science itself. Before you know more clearly about natural science education and its scope, the natural science education has two senses in terms of education and science itself.
1. The Understanding of Education
Pendidikan menurut Siswoyo (2007: 21) merupakan “proses sepanjang hayat dan perwujudan pembentukan diri secara utuh dalam arti pengembangan segenap potensi dalam rangka pemenuhan dan cara komitmen manusia sebagai makhluk individu dan makhluk sosial, serta sebagai makhluk Tuhan”.
Sugiharto (2007: 3) menyatakan bahwa “pendidikan merupakan suatu usaha yang dilakukan secara sadar dan sengaja untuk mengubah tingkah laku manusia baik secara individu maupun kelompok untuk mendewasakan manusia melalui upaya pengajaran dan latihan”.
From the above definition can be concluded that education is a conscious and planned process of each individual or group to form a good person and develop the existing potential in the effort to realize the ideals and goals that are expected. Beside tahat we can also said that science not only focuses on the progress of think the pattern, but also to develop all the potential that exists in a person. So education regarding all aspects of the personality of the person to make someone better.
2. The Understanding of Natural Science
Fisher (1975) menyatakan: IPA adalah suatu kumpulan pengetahuan yang diperoleh dengan menggunakan metode-metode yang berdasarkan observasi (Amien, Moh. 1987: 4).
Carin (1985) menyatakan : IPA adalah suatu kumpulan pengetahuan yang tersusun sistematik, yang didalamnya penggunaannya secara terbatas pada gejala-gejala alam. Perkembangkan IPA ditunjukkan tidak hanya oleh kumpulan fakta saja (produk ilmiah), tetapi juga oleh timbulnya metode ilmiah dan sikap ilmiah (Amien, Moh. 1987: 4).
Sains menurut Suyoso (1998:23) merupakan “pengetahuan hasil kegiatan manusia yang bersifat aktif dan dinamis tiada henti-hentinya serta diperoleh melalui metode tertentu yaitu teratur, sistematis, berobjek, bermetode dan berlaku secara universal”. Menurut Abdullah (1998:18), IPA merupakan “pengetahuan teoritis yang diperoleh atau disusun dengan cara yang khas atau khusus, yaitu dengan melakukan observasi, eksperimentasi, penyimpulan, penyusunan teori, eksperimentasi, observasi dan demikian seterusnya kait mengkait antara cara yang satu dengan cara yang lain”.
Ilmu Pengetahuan Alam adalah ilmu yang mempelajari tentang pengungkapan rahasia dan gejala alam, meneliti asal-usul alam semesta dengan segala isinya, termasuk proses, mekanisme, sifat benda maupun peristiwa yang terjadi (Tim IAD-UI, 2001 : 68).
From the above opinions, it can be concluded that natural science is a knowledge of the result of human activity obtained by using scientific measures in the form of scientific method and is gotten from experimental results or observations of a general nature that will continue the perfected.
Of the many "definitions" it turns out there is equality of all related laws, is of a truth based on experiments, observations, or thoughts.
3. The Understanding of Natural Science Education
Pendidikan IPA merupakan salah satu aspek pendidikan dengan menggunakan IPA sebagai alatnya untuk mencapai tujuan pendidikan pada umumnya dan pendidikan IPA khususnya. Salah satu sasaran yang dapat dicapai melalui pendidikan IPA adalah “pengertian IPA” itu sendiri. Science adalaah ilmu pengetahuan yang sangat dinamis dan selalu mengalami perubahan dan perkembangan secara kontinyu (Amien, Moh. 1987:1).
Pendidikan IPA menurut Tohari (1978:3) merupakan “usaha untuk menggunakan tingkah laku siswa hingga siswa memahami proses-proses IPA, memiliki nilai-nilai dan sikap yang baik terhadap IPA serta menguasi materi IPA berupa fakta, konsep, prinsip, hokum dan teori IPA”.
Pendidikan IPA menurut Sumaji (1998:46) merupakan “suatu ilmu pegetahuan social yang merupakan disiplin ilmu bukan bersifat teoritis melainkan gabungan (kombinasi) antara disiplin ilmu yang bersifat produktif”.
From the second definition above we can conclude that natural science education is a conscious effort made to uncover the phenomena of nature by applying scientific steps and also to shape the personality or behavior of students so that students can understand the process of natural science and can be developed in the community.
Natural science education became a field of natural science that has a purpose for every student, especially in junior high school has a good personality and can apply the scientific attitude and to develop the potential that exists in nature to serve as a source of knowledge and can be applied in life everyday.
Thus, natural science education is not just theory but in every form of teaching with more emphasis on evidence and the usefulness of natural science. Not that earlier theories are not used, natural science will continue to be used to find natural science and new theories. Theory long been used as evidence and perfecting the natural sciences are new. It's just that the theory is not to be memorized but be applied as an objective process of learning. Looking at the above seems to natural science education has not been able to apply it.
Need any work done for natural science education that exist today can be carried out in accordance with the initial goal to be achieved, because we know that natural science education is not only on the existing theories but also about the personalities and scientific attitudes of the learner. For those reasons, personalities and scientific attitudes need grown to become a man who fit the purpose of education.
B. Development Of Natural Science Education In Junior High School
If we look backward to the curriculum of education in Indonesia is starting from curriculum 1975 to 2006 of KTSP (Kurikulum Tingkat Satuan Pendidikan), then we can see that natural science is a lesson that take priority over other lessons because natural science can used as a benchmark of the progress of a nation. In learning 1975, 1984 and 1994 natural science curriculum in the Junior high school, a lot of students do not apply the knowledge they acquire, other than that they were required to memorize the material without understanding that what has been tested then that matter will easily forget.
From the situation so there is an idea in 2004 to change the curriculum back for more efficient learning, striking and meaningful, so that the knowledge they gain is not in vain and not easily forgotten. This curriculum requires students to be active and expected to graduate from junior high school students to think logically, critically and innovative and can solve the problem with scientific method.
In the above curriculum from 1975 to 2004, learning science is still divided between Chemistry, Physics, and Biology so that the students will meet some problems because if the lessons are split so that learning science will only be a mere concept where they will just simply do not understand and master the skills in the process or what is often called a process skill that can be realized if they continued to be trained in scientific method, in fact the purpose of learning science is not only the concept but the skills to think the process for scientific, rational and critical.
By this, it seems the government was not satisfied with the curriculum changes that aim to advance the science, as evidence of the 2004 curriculum is finally converted into the curriculum of KTSP. In this curriculum the three aspects, namely Chemistry, Physics, and Biology are summarized in a single subject that is integrated with the aim of science education for the learning science in school to wear on the technology. In this curriculum students are required to develop the scientific method in every lesson that is expected to develop appropriate science learning objectives which students can combine or perceive between sensing and thinking or rational thinking karaena if students can develop both ways, the process skills will be trained so that students will familiar with the ways scientists in responding to natural phenomena that exist.
By the sensing and thinking can lead to a scientific attitude in students formed that includes curiosity, cooperation, honest, objective, critical, innovative and other good attitude, are not directly apply to us this way then the education in Indonesia does not only produce scholars young people who only know about the knowledge but also to form individuals who respect each other prophetic character, environment and obedient to god. With the sensing and thinking it too will be formed an natural science product that is technology.
In this case, the purpose of the curriculum KTSP will achieve well, in a word that learning science in school as a whole invites learners to start in the direction of abstract thinking by introducing science as a whole in the hope that the efforts appear scientific investigations. Therefore, material science curriculum for junior high school curriculum designed to address these issues at the global issues. But the problems faced by junior right now is lack of teachers capable of teaching science in an integrated manner which is in fact present an integrated science is still taught by educators who graduated from Chemistry, Physics, and Biology.
However, in 2007, UNY (Universitas Negeri Yogyakarta) began the courage to help solve these problems by opening the special education classes for science teachers in the hope that someday could help the government in implementing the curriculum and meeting the educational goals and then followed by UNESA (Universitas Negeri Surabaya), and other universities. Therefore the government should support these efforts so that later in junior high school science education is really going to find the true identity so that from him to achieve what the objectives of this curriculum change in Indonesia.
CHAPTER 3
CONCLUSION
From this discussion about understanding and development of natural science in junior high school, we can conclude that:
1. Natural science education is a conscious effort made to uncover the phenomena of nature by applying scientific steps and also to shape the personality or behavior of students so that students can understand the process of natural science and can be developed in the community.
2. In Indonesia the material science curriculum for junior high school curriculum designed to address these issues at the global issues. But the problems faced by junior right now is lack of teachers capable of teaching science in an integrated manner which is in fact present an integrated science is still taught by educators who graduated from Chemistry, Physics, and Biology.
REFERENCE
Amien Moh. 1987. Mengajarkan Ilmu Pengetahuan Alam (IPA) dengan Menggunakan Metode “Discovery” dan “Inquiry” bagian 1. Jakarta: Depdikbud
Dwi Siswoyo, dkk. (2007). Ilmu Pendidikan. Yogyakarta: UNY Press
Subiyanto. 1988. Pendidikan Ilmu Pengetahuan Alam. Jakarta : Depdikbud
Sugiharto, Kartika N.F. Farida Harahap. dkk. (2007). Psikologi Pendidikan. Yogyakarta: UNY Press
Sumaji, Soehakso, Mangun Wijaya, dkk. (1998). Pendidikan Sains yang Humanistis. Yogyakarta: Kanisus
Thohari Mustamar. (1978). Program Pengajaran Ilmu Pengetahuan Alam. Yogyakarta
Tim IAD-UI. 2001. Ilmu Alamiah Dasar. Jakarta : Direktorat Jedral Pendidikan Tinggi Departemen Pendidikan Nasional
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