Bagaimana perbandingan kurikulum 2013 dengan kurikulum Australia pada mata pelajaran IPA?

Wicaksono, Anggit Grahito; Sayekti, Ika Candra

doi:10.30738/natural.v7i1.8117

Cited by 11 publications

(12 citation statements)

References 13 publications

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“…The curriculum is defined as a set of subjects, educational programs, and learning designs given to students. The curriculum in Indonesia is defined as a set of educational plans to keep up with society's dynamic demands (Wicaksono & Sayekti, 2020). The national curriculum is designed based on Pancasila and the 1945 Constitution.…”

Section: Discussionmentioning

confidence: 99%

The Comparison of Education System in Australia and Indonesia

Mahfud

Roslan

Chaeroh

et al. 2021

j. pendidik. indonesia.

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The education system is a method for directing the educational process. All aspects of learning must be regulated by the educational system. Because each country has a unique system, it is necessary to compare the education system in Indonesia to that of other countries in order to assess and evaluate it. This paper aims to explain and analyze differences in educational systems; and comparing the basic education curricula in Indonesia and Australia. This research is conceptual. Data collection methods are books, the internet, and journals. The study analysis was carried out by collecting and analyzing information about the education system in Indonesia and Australia. The results of the study show that: (1) Australia requires children to study for 10 years, while in Indonesia for 12 years, Australia holds a NAPLAN test and Indonesia holds a NE, and teacher qualifications must be undergraduate in Australia and Indonesia; (2) differences in the education system, among others, the level of material difficulty, assessment, rewards, learning atmosphere, teaching staff, education staff, and religious subjects; and (3) the curriculum in Indonesia has a relationship between education, customs, arts, and religions, meanwhile, the Australian curriculum is designed to support students to be successful, active, well-off and knowledgeable.

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Section: Discussionmentioning

confidence: 99%

The Comparison of Education System in Australia and Indonesia

Mahfud

Roslan

Chaeroh

et al. 2021

j. pendidik. indonesia.

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“…The new integration can only be seen in the layer-by-layer combination of physics, chemistry, and biology. The overall integration perspective is not mentioned (Michie, 2019;Wicaksono & Sayekti, 2020). This is in line with science which studies comprehensively objects from phenomena and natural phenomena.…”

Section: Introductionmentioning

confidence: 98%

Philosophy of Integrated Natural Science Learning

Wicaksono

Rahman

2022

J. pena sains

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Philosophically, natural sciences as a building of knowledge can study ontology (what you want to know), epistemology (how to acquire knowledge), and axiology (what is the value of knowledge). Natural Science as a building of science has properties that are closely related to natural objects. The problems that occur with natural objects are holistic. This holistic problem requires problem-solving from various disciplines, especially in the natural sciences. Based on the scope of the research above, this article aims to investigate integrated natural science learning in a philosophical review (ontology, epistemology, axiology). The qualitative method is applied in this study. Studies conducted to solve problems based on a critical and in-depth analysis of pertinent library materials are known as library research. Overviews of ontology, epistemology, and axiology state that integrated natural science learning, students are expected to be able to relate to other disciplines such as physics, astronomy, chemistry, geology, biology, technology, environment, and health and safety. This type of instruction uses natural science to present natural phenomena and events holistically and to develop students' problem-solving skills. The recommendation given is that teachers should tend to the interdisciplinary study of the natural sciences.

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“…Educators take control as a facilitator and control the process of learning. Science learning is one of the educational problems in Indonesia (Wicaksono & Sayekti, 2020;Yusuf, 2018). A study conducted by the Organization for Economic Co-Operation and Development (OECD) surveyed the program for International Student Assessment (PISA) ) and showed that from 2009 to 2018 Indonesia was ranked 10th from the bottom.…”

Section: Introductionmentioning

confidence: 99%

“…Trends in Students Achievement in Mathematics and Science (TIMSS) also show that Indonesia is ranked 5th from the bottom from 2011 to 2015 (Nugrahanto & Zuchdi, 2019;Suryana et al, 2022). The survey results illustrate that Indonesian education needs improvement (Pratiwi, 2019;Wicaksono & Sayekti, 2020). The implementation of the national education system was considered unsuccessful so the Indonesian government was under public pressure, it is based on the results of the PISA assessment since 2000.…”

Section: Introductionmentioning

confidence: 99%

“…At the age of 8 to 10 years, children can manage their metacognitive abilities and will continue to develop in the future (Kodri & Anisah, 2020;Septiyani et al, 2020). Metacognitive abilities are obtained based on experience and metacognitive knowledge derived from the monitoring process (Elvianasti et al, 2021;Wicaksono & Sayekti, 2020). Thus, the provision of knowledge without experience is not sufficient for developing metacognitive abilities.…”

Section: Introductionmentioning

confidence: 99%

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STEM-Based Everyone is a Teacher Here Strategy on Metacognitive Abilities

Averina

Mayarni

2022

j. ilm. sekol. Dasar

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The low quality of education have an effect quality of the nation. One of efforts to improve quality of education in Indonesia involve metacognitive abilities. The component of cognitive regulation in metacognitive will make the students mind systematic. This study aims to analyze the STEM-based learning strategy everyone is a teacher here on metacognitive abilities. The type of this research was a quasi experimental design with a pre-test and post-test control group design. The amount of data sample of this research is 103 students of fifth grade and the research sample amount is 55 students. The research instrument used has been through validity and reliability tests. Data analysis used in this study were normality test (Kolmogorov-Smirnov) and hypothesis testing (Wilcoxon test and Mann Whitney test).The result showed an increase in metocnitive abilities outcome that can be seen based on the result of pre-test and post-test, experiment class and control class. It was proven in testing the hypothesis, which states that value Asymp. Sig (2-tailed) 0,047 < 0,05 which means Ho is accepted and Ha is rejected. So it can be conclude that learning using the STEM-based learning strategy of everyone is a teacher here is effective in incrase the metacognitive abilities of students. Through STEM-based learning strategy everyone is a teacher here, metacognitive abilities can be enhanced based on soft skill, hard skill and creativity in building knowledge in the science learning process throught the water cycle and impact on living beings.

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Bagaimana perbandingan kurikulum 2013 dengan kurikulum Australia pada mata pelajaran IPA?

Abstract: This is an open access article under the CC-BY-SA license.

Cited by 11 publications

References 13 publications

The Comparison of Education System in Australia and Indonesia

The Comparison of Education System in Australia and Indonesia

Philosophy of Integrated Natural Science Learning

STEM-Based Everyone is a Teacher Here Strategy on Metacognitive Abilities

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