Persepsi Dosen Program Studi Pendidikan Biologi terhadap Integrasi dan Implementasi Komponen Literasi Saintifik dalam Desain Kurikulum

Lailil Maulidia, Hadi Suwono, Furaidah Furaidah

Abstract


Abstract: This study aims at determining the perception of Biology Education Program Lecturers on the integration of scientific literacy on curriculum design. The data were collected by questionnaire consisting of four dimensions: (1) curriculum component, (2) development of teaching staff, (3) curriculum development and evaluation, and (4) resources. The results showed that scientific literature is integrated in the curriculum component but the lecturer considers science as simply the material being taught. In addition training, access to assistance, and awards for teachers who undertake scientific literacy learning are lacking. For lecturers, the availability of standard instruments and the regularity of curriculum evaluation also need to be accommodated.

Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi dosen prodi Pendidikan Biologi mengenai integrasi literasi saintifik pada desain kurikulum. Pengambilan data dilakukan dengan kuesioner yang terdiri dari empat dimensi yakni (1) komponen kurikulum, (2) pengembangan tenaga pengajar, (3) pengembangan dan evaluasi kurikulum, dan (4) sumber daya. Hasil menunjukkan bahwa literasi saintifik terintegrasi dalam komponen kurikulum namun dosen menganggap sains sekedar materi yang diajarkan. Selain itu, pelatihan, akses bantuan, dan penghargaan bagi pengajar yang melakukan pembelajaran literasi saintifik masih kurang. Bagi dosen, ketersediaan instrumen baku dan keteraturan evaluasi kurikulum juga perlu untuk diakomodasi.


Keywords


scientific literacy; curriculum design; lecturer perception; literasi saintifik; desain kurikulum; persepsi dosen

Full Text:

PDF

References


Abd-El-Khalick, F. (2012). ‘Teaching With and About Nature of Science, and Science Teacher Knowledge Domains’, Science & Education, 22(9), pp. 2087–2107. doi: 10.1007/s11191-012-9520-2.

Bacanak, A., & Gökdere, M. (2009). ‘Investigating level of the scientific literacy of primary school teacher candidates’, 10(1), pp. 1–10.

Barnard, W. M. (2004). ‘13Parent involvement in elementary school and educational attainment’, Children & Youth Services Review, 26(1), p. 39. doi: 10.1016/j.childyouth.2003.11.002.

Bettencourt, C., Velho, J. L., & Almeida, P. A. (2011). ‘Biology Teachers’ Perceptions about Science-Technology-Society (STS) Education’, Procedia - Social and Behavioral Sciences. Elsevier B.V., 15, pp. 3148–3152. doi: 10.1016/j.sbspro.2011.04.262.

Boyle, B., & Bragg, J. (2015). ‘No science today — the demise of primary science’, (December 2005). doi: 10.1080/09585170500384115.

Chaudhary, G. K. (2015) ‘Factors affecting curriculum implementation for students’, International Journal of Applied Research, 1(12), pp. 984–986. Available at: www.allresearchjournal.com.

Dani, D. (2009). ‘Scientific Literacy and Purposes for Teaching Science : A Case Study of Lebanese Private School Teachers’, 4(3), pp. 289–299.

Deborah J., Sharon, E., Lynn, A., Bah, A., Sajin, C., Hideo, I., Elizabeth, M., Lesley, P., Lilia, R. (2000). ‘International Science Educators ’ Perceptions of Implications for Science Teacher Education’, Science Teacher Education, pp. 193–221.

Dillon, J. (2009). ‘On Scientific Literacy and Curriculum Reform’, International Journal of Environmental and Science …, 4(3), pp. 201–213. Available at: http://www.ijese.com/IJESE_Volume4_Issue3_July_2009.pdf#page=11.

Dorner, D. G., & Gorman, G. E. (2006). ‘Information Literacy Education in Asian Developing Countries: Cultural factors affecting curriculum development and programme delivery’, IFLA Journal, 32(4), pp. 281–293. doi: 10.1177/0340035206074063.

Dragoş, V., & Mih, V. (2015). ‘Scientific Literacy in School’, Procedia - Social and Behavioral Sciences, 209 (July), pp. 167–172. doi: 10.1016/j.sbspro.2015.11.273.

Driel, J. H. Van, Beijaard, D., & Verloop, N. (2001). ‘Professional Development and Reform in Science Education : The Role of Teachers ’ Practical Knowledge’, 38(2), pp. 137–158.

Gormally, C., Brickman, P., & Lut, M. (2012). ‘Developing a Test of Scientific Literacy Skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments’, CBE Life Sciences Education, 11(4), pp. 364–377. doi: 10.1187/cbe.12-03-0026.

Hobson, A. (2008). ‘The Surprising Effectiveness of College Scientific Literacy Courses’, The Physics Teacher, 46(7), pp. 404–406. doi: 10.1119/1.2981285.

Holbrook, J., & Rannikmae, M. (2007). ‘The Nature of Science Education for Enhancing Scientific Literacy’, International Journal of Environmental and Science Education, 4(3), pp. 275–288. doi: 10.1080/09500690601007549.

Holbrook, J., & Rannikmae, M. (2009) ‘The Meaning of Scientific’, New Developments in Electronic Publishing, 4(May), pp. 5–7.

Holbrook, J., Rannikmäe, M., &Valdmann, A. (2014) ‘Identifying teacher needs for promoting Education through Science as a paradigm shift in Science Education’, Science Education International, 25(2), pp. 4–42.

Laugksch, R. C. (2000) ‘Scientific Literacy: A Conceptual Overview’, Inc. Sci. Ed, 84, pp. 71–94. doi: 10.1002/(sici)1098-237x(200001)84:1<71::aid-sce6>3.0.co;2-c.

Lederman, N. G. et al. (2002) ‘Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science’, Journal of Research in Science Teaching, 39(6), pp. 497–521. doi: 10.1002/tea.10034.

Leonard, S. L. (2012). ‘Scientific Literacy and Education for Sustainable Development : Developing Scientific Literacy In Its Fundamental. Promoter : Professor Paul Webb Declaration By Candidate’, (January).

Makaran, D. M. (2015). Factor Influencing Curriculum Development Process In Secondary School Education In Mogadishu Somalia. University of Nairobi.

Millar, R. (2008). ‘Taking scientific literacy seriously as a curriculum aim’, Asia-Pacific Forum on Science Learning and Teaching, 9(2), pp. 1–18.

Mullis, I. V. S. et al. (2016) ‘The TIMSS 2011 International Results in Mathematics’, The TIMSS 2011 International Results in Mathematics, pp. 17–183. doi: 10.1002/yd.20038.

Nasional, M. P. (2014). Peraturan Menteri Pendidikan Nasional tentang Standar Nasional Pendidikan Tinggi. Indonesia.

OECD (2018). ‘PISA 2015: Results in focus’, Pisa 2015, (67), p. 16. doi: 10.1787/9789264266490-en.

Organisation for Economic Co-operation and Development (OECD). (2009) Programme for international student assessment 2009 assessment framework: Key competencies in reading, mathematics and science., OECD Publishing. doi: 10.1787/9789264062658-en.

Primrose, K., & Alexander, C. R. (2013). ‘Curriculum Development and Implementation: Factors Contributing Towards Curriculum Development in Zimbabwe Higher Education System’, European Social Sciences Research Journal, 1(1).

Roseveare, D., Hénard, F. and Roseveare, D. (2012) Fostering Quality Teaching in Higher Education : Policies and Practices, Oecd.

Saefi, M. (2017). Pengaruh Blended-Challenge Based Learning terhadap Kemampuan Literasi Informasi, Berpikir Kritis, dan Literasi Sains pada Mahasiswa S1 Pendidikan Biologi Universitas Negeri Malang. Tesis tidak diterbitkan. Universitas Negeri Malang, Malang.

Sharp, J. G., Hopkin, R., & Lewthwaite, B. (2011). Teacher Perceptions of Science in the National Curriculum : Findings from an application of the Science Curriculum Implementation Questionnaire in English primary schools Teacher Perceptions of Science in the National Curriculum : Findings from an applica, International Journal of Science Education.

Su, S.-W. (2012). ‘The Various Concepts of Curriculum and the Factors Involved in Curricula-making’, Journal of Language Teaching and Research, 3(1), pp. 153–158. doi: 10.4304/jltr.3.1.153-158.

Sülün, Y., Dilek, G., & Onur, S. (2009). ‘Determination of science literacy levels of the classroom teachers ( A case of Mu ÷ la city in Turkey )’, 1, pp. 723–730. doi: 10.1016/j.sbspro.2009.01.127.

Suwono, H., Mahmudah, A. and Maulidiah, L. (2017) ‘Scientific Literacy Of A Third Year Biology Student Teachers: Exploration Study’, KnE Social Sciences, 1(3), p. 269. doi: 10.18502/kss.v1i3.747.

Turiman, P. et al. (2012) ‘Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills’, Procedia - Social and Behavioral Sciences, 59, pp. 110–116. doi: 10.1016/j.sbspro.2012.09.253.

UNESCO. (2001). ‘The Training of Trainers Manual for Promoting Scientific and Technological Literacy’, in. Bangkok: UNESCO Principal Regional Office for Asia and the Pasific.

Wilson, S. M. (2013). ‘Professional development for science teachers.’, Science (New York, N.Y.), 340(6130), pp. 310–320. doi: 10.1126/science.1230725

Yamoah, E. E. (2013). ‘Reward Systems and Teachers’ Performance : Evidence From Ghana’, Canadian Social Science, 9 (August), pp. 57–62. doi: 10.3968/j.css.1923669720130905.2547




DOI: http://dx.doi.org/10.17977/jptpp.v3i9.11513

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Lailil Maulidia, Hadi Suwono, Furaidah Furaidah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License