physics education in indonesia

8/14/2019 Physics Education in Indonesia

1/9

Physics education:need for furtheraction

Leo SutrisnoDept. Math and ScienceEducation

Faculty of EducationTanjungpura UniversityPontianak, Indonesia

List of Contents1.1 Science education in Indonesia1.2 Physics education in West Kalimantan

1


2/9

In this section, an overview of education in Indonesia,especially science education, will be presented and this will befollowed by a discussion of students' performance in science. Thecentral problem and the objectives of the study will be proposed.And lastly, the stages of the study will be discussed. On thecommemoration of forty years of Independence, Kompas, thebiggest and most respected newspaper in Indonesia asserted thattwo dominant issues in education were the decreasing quality of

education and the mismatch between school curricula and jobrequirements (Note 1). These issues are raised periodically in thepress (Note 2). In this study the first issue will be addressed.

Two official sources of evidence, the National EvaluationProject (Proyek Penilaian Nasional Pendidikan) and the 1979Diagnostic Test, tend to support the first assertion: that thequality of education provided in Indonesian schools is notsatisfactory. The 1979 Diagnostic Test results indicated that theaverage of junior secondary school students' mastery of defined

curriculum content was about 51 percent and in remote areas,such as Kalimantan was about 38 percent. Belen (Note 3), one ofthe members of the Curriculum Development Committee,believes that among the many factors which affect the quality ofeducation is the excessive burden of course content. Hasan (Note4), the Minister of Education and Culture also believes that thismay be so. Vembriarto (Note 5), the Rector of the Teachers' Training Institution (IKIP) of Yogyakarta, argues that thedecreasing quality of education has resulted from the need to

increase the quantity of education. In fact, the quality ofeducation and the quantity of education are seen as conflictingdemands. From 1945 to 1970 the enrolment in high schools hasincreased by about 300 percent (Sharma, 1977). Enrolments atother levels a similar factor. It can be argued that the explosiveincrease schools and the provision of teachers, equipment,buildings provided so rapidly could not have happened withoutsome effect on the quality in education.

On the other hand, Slamet Imam Santoso (Note 6), a

former member of the Education Reformation Council (MajelisPembaharuan Pendidikan), believes that there is no appropriate

2


3/9

base line for comparisons of quality to be made. Slamet Dayono(Note 7), a formerRector of IKIP Surabaya, believes that minimum standards shouldbe established. By minimum standards, he means a minimumquantum of knowledge which should be mastered by all students.

Although the definition of such a minimum standard of educationhas not been developed, there is a widespread feeling thateducational standards have decreased (Sharma, 1977; Rooseno,(Note 8); Koendjono, (Note 9)).

In an attempt to overcome this perceived problem, a newcurriculum was implemented in 1984 (Curriculum-1984) for thefirst year in the SMAs. The characteristics of this curriculum arethe selection of essential concepts and the arrangement of coursecontent so that these essential concepts are arranged in a sound

hierarchical order. Furthermore, teaching-learning activities (intra-curricular, co-curricular and extra-curricular) which are consideredbasic are clearly identified as aspects which should be consideredin evaluating students' performance (Kurikulum 1984, BP3K, Jakarta, 1985). This curriculum, however, does not specify thenature of co-curricular activities in any detail and, as a result,most teachers find it difficult to set up appropriate co-curricularactivities. This study, considering the quality of science education,suggests one possible use of the time provided in schools for co-

curricular activities.

1. Science education in Indonesia

Suprapto (Note 10) has observed that before 1970, scienceeducation in Indonesia was similar to that found in Europeaneducation before the Second World War. Teaching and learning inscience was based on a highly deductive model. Students werecommonly presented with facts and mathematical formulae

without much regard for their application in real life.In early 1970, the reformation of science education began,

with overseas sponsorship. Pre-service programs werereorganized, not only in their curriculum content but also in thedesign of their courses. Diploma courses were set up at allTeacher Training Institutes (IKIPs) and in the faculties of educationin several universities. These courses were of one, two or threeyears duration and provided new teachers for junior and seniorhigh schools. (See also Van den Berg and Lunetta, 1984).

Many in-service programs were also developed. Teacherswere invited to attend in-service activities in order to improve

3


4/9

their knowledge and their competencies. For some teachers, thein-service activity was their only opportunity to learn sciencebecause their academic background was in the non-sciences.Since the early 1980s these in-service schemes were broadenedwith accompanying on-service activities and weekly meetings at

their nearest teachers' centre.Science is taught at each level from primary school to

senior high school. In primary schools, science is taught as ageneral science, while in junior secondary schools, science isdivided into biology and physics. At these levels these subjectsare compulsory. There is some diversity at the senior high schoollevel. There are two kinds of senior high school: General SeniorHigh Schools (SMAs) and Vocational Schools. Basically, studentsfrom SMAs are expected to enter tertiary education while those

from Vocational Schools are expected to enter the world ofwork.In the first year of the SMA science is divided into biology,chemistry and physics, which are compulsory for all students. Atthe beginning of the second year students are grouped into eithera mathematics stream, natural sciences stream, social science, ora language stream. Biology, chemistry and physics arecompulsory in both mathematics and natural science streams.

Time allocation is varied. At primary level, science istaught in two to four periods of 40 minutes each week. In junior

secondary schools, it is taught in two periods of 45 minutes eachweek for each subject. There are various provisions at SMA level.For example, in the first year science is taught in two periods of45 minutes each week in each subject, and in the second yearphysics is taught in six periods in the first semester and tenperiods per week in the second semester.

The general objectives of science teaching are that thestudents should:know, understand and be able to apply basicscience concepts to solve their problems in everyday life or to

continue their studies, be able to apply scientific methods, beresponsible for maintaining their environment, and love andglorify the creator (Bulletin of the UNESCO, 25, 1984, p. 83)

Accompanying the implementation of the new curriculum,in-service training programs have been conducted throughoutIndonesia. The main goal of these programs is not only to improveteachers' competencies but also to provide new science teachersby recruiting some teachers with non-science backgrounds whowere willing to be retrained as science teachers. Suprapto (Note

10) believed that this type of in-service-on-service training woulddisseminate any innovation rapidly. In the in-service activities the

4


5/9

basic concepts of science which are associated with thecurriculum were discussed, and this was followed by discussion ofappropriate teaching strategies, practical work, and methods ofevaluation. Although, remediation strategies were covered duringtraining, there was little attempt at implementation in real

classes. However, research findings revealed that remediation hasa similar effect size factors such as the implementation of(appropriate) teaching strategy and providing in-service training. This may be because there was not an appropriate model ofremediation in use.

2 Physics education in West Kalimantan

Physics education in West Kalimantan shares the sameproblems as science education in the rest of Indonesia, but insome respects there are even greater problems.

Physics teachers commonly report that most studentsbelieve that physics is one of the most difficult subjects. Kompas(Note 11) reported that the lowest mark in the NationalExamination in 1984/1985 was in physics, so there may be somejustification for the belief.

Soedarto (Note 12), the chairperson of the Development

and Planning Section of the Ministry of Education and Culture inthe West Kalimantan provincial office stated that there wereindications that physics is less attractive for students. In a follow-up interview (Note 13) he said that students prefer to enroll in thebiology stream to the physics stream and suggested that it wasbecause of poor teaching in physics.

Although there are no accurate data, it is believed that thecompetence of physics teachers in West Kalimantan is a crucialproblem. In the letter Soedarto wrote: Many teachers are

required to become physics teachers even though they have nophysics back-ground. They would really like to teach biology.(Personal letter, 18/8/1986)

During the visits to schools the investigator met only twoqualified physics teachers out of 17 teachers in the subject inWest Kalimantan. Only one of the seven junior high schoolphysics teachers who participated in the investigation ofstudents' preconceptions about sound had graduated from theTeachers' Training Institution (IKIP) with science education as his

specialization. In addition, Appendix 1.1.1 presents the list ofphysics school teachers at the Government General Senior High

5


6/9

Schools (SMA Negeri) in West Kalimantan 1986. Only one ofthem had graduated from IKIP. Safari (Note 14), a physicsinstructor at the regional centre in West Kalimantan also referredto teachers' lack of physics background:

In order to improve their knowledge, trainees are given a

chance to ask any problems which are associated withtheir understanding of physics concepts. It would bevaluable for them because they do not have a physicsbackground. (Interview, 26/11/1986)

Interviews with school principals reveal that remedialteaching is not carried out and there is a great demand for anappropriate model of remedial teaching.

We have not implemented any remediation program .... As

far as I can see, we do not have a real model for this sortof program Such a program would be used to remedylower achievers and*to enrich higher achievers. (AdeIsmail, 1/12/1986, Note 15)

We would be happy to have a model of this activitywhich can serve as a guideline for our teachers.(Harahap, 3/12/1986, Note 16)

To date we don't have a special time to remedy thestudents' weaknesses systematically. (Wuridin,8/12/1986, Note 17)

We would support any activity to diagnose and to remedythe weaknesses of our students' knowledge. It would bevaluable for them (students) and for us. (Mercer,29/11/1986, Note 18)We have not have any experience with remediationactivities. I should support it. (Jean Marie, 18/12/1986, Note19)

We would greatly appreciate it if the remediationexperiment could be conducted in our school. (Darmawi,22/12/1986, Note 20)

Summing up, there has been concern about the quality ofscience education in Indonesia. A new curriculum has been

implemented throughout the country. Pre-service, in-service andon-service programs have been reorganized. However, in view of

6


7/9

the fact that there is a lack of qualified teachers and that physicsis regarded as a difficult subject by some students and someteachers in West Kalimantan, other action is needed. Diagnosticand remedial teaching has not been the subject of in-servicetraining and is not employed in real classes. Most school

principals would appreciate this investigation being carried out intheir schools.

Important termsScience education in Indonesia

before 1970early 1970in-service programsTime allocationThe general objectives of science teaching

Physics education in West KalimantanPhysics education in West Kalimantanpoor teaching in physicsthe competence of physics teacherslack of qualified teachers and that physics

References

Note 1: Kompas ., 16/8/1985, pp.9-11. Pendidikan selama 40tahun merdeka belum pernah ditangani dengan tuntas.[Since Indonesian Independence, education has not beentackled comprehensively].

Note 2: Kompas ., 2/3/1987, p.6. Sekolah harus didefinisikan lagi.[School should be redefined].

Note 3: Belen, S., Kompas ., 20/12/1985, p.4. Mengapa kurikulumperlu dikembangkan [Why should a curriculum be

developed].

7


8/9

Note 4: Hasan, F. Tempo , 31/5/1986, p.31. In Banyak tapi sedikit,sedikit tapi banyak [many but few, few but many]. p.31.

Note 5: Vembriarto, S., Kompas . 14/12/1985. p.6. In Antara cita-cita pendidikan dan kenjataan terjadi kesenjangan [The gapbetween the ideal and reality of education].

Note 6: Slamet Imam Santoso, Kompas . 16/8/1985. p.6-7. In Yangringan-ringan tentang gayasan pendidikan. [A light thoughtof education].

Note 7: Slamet Dayono, Kompas . 23/12/1985. p.12.Descentralisasi kurikulum tumbuhkan tanggung jawabuntuk berkembang. [The decentralisation of a curriculumwill lead to the responsibility for development].

Note 8: Rooseno, Kompas . 23/12/1985. p.6-7. In Yang ringan-ringan tentang gagasan pendidikan [A light thought of

education].Note 9: Koendjono, Th., Kompas . 23/2/1985. p.2. Krisis dunia

pendidikan. [Education crisis].Note 10: Suprapto, R., (1981). Gambaran singkat tentang

keadaan pendidikan ilmu perngetahuan alam di Indonesia.[The overview of science education in Indonesia]. (Paperaddressed at the opening inservice training of scienceteachers) Jakarta.

Note 11: Kompas , 19/8/1985.

Note 12: Soedarto (personal letter, 18/8/1986)- the head ofPlanning Section of the Department Education and Culture atThe provincial office in West Kalimantan.

Note 13: Follow up interview with Soedarto, 3/1/1987.Note 14: Interview with Safari - the coordinator of instructors of

teachers training program in West Kalimantan.Note 15: Interview with Ade Ismael - the principal of SMAN3 -

1/12/1986.Note 16: Interview with Harahap - the principal of SMN1 -

3/12/1986.Note 17: Interview with Wurudin - the principal of SMAN2 -

8/12/1986.Note 18: Interview with A.R. Mercer - the chairman of the Pancur

kasih Education Foundation - 29/11/1986.Note 19: Interview with Sr. Jean Marie - the principal of SMA St.

Paulus - 18/12/1986.Note 20: Interview with Darmawi - the acting principal of SMAN2

Singkawang - 22/12/1986.

Note 21: Gunstone, R., Chia Teck Chee, Giam Kah How, Sung-JaePak, Pattanasuwan, C., Rodriques, E., & Swamy, N. N.,

8


9/9

(1989). Conceptions in mechanics: A survey of students'beliefs in seven Asian countries. Asia-Pacific PhysicsTeachers and Educators Association Research Report No 1.

Bulletin of the Unesco Regional Office for Education in Asia andthe Pacific. (1977). Indonesia . Number 18.

Bulletin of the Unesco Regional Office for Education in Asia andthe Pacific. (1984). Indonesia . Number 25.

Kompas ., 3/3/1987, p.6. Indonesia sangat butuh peneliti unggul.[Indonesia strongly needs qualified researchers].

Kompas .,4/3/1987, p.6. Beragam masalah, beragam focus.[Many problems, many focuses].

Sharma, C.L., (1977). Education in Indonesia: perspectives andprospects. Southeast Asian Journal of Educational Studies ,14 (1-2), 41-55.

Van den Berg, E. & Lunetta, V.N. (1984). Science teacher diplomaprograms in Indonesia. Science education , 68(2), 195-203.

9

physics education in indonesia

Documents