PENGEMBANGAN KURIKULUM BERBASTS KOMPETENSI PROGRAM S-I PENDIDIKAN BIOLOGI THE COMPETENCE BASED CURICULUM OF BIOLOGICAL EDUCATION'S UNDERGRADUATE PROGRAMS

This is the review which dealed with lhe curiculum of, bofh an educationol study program generally and biological study program as well. The review showed the imporlance lo sel lhe curiculum up andJit it v,ith the comptence based curiculum, since thal curiculum hos been applied by the user' 'i;;;:f;!;',:',:;::f:,i;::;:';lll! "u,i"utu, oreducationat srutdy program, becoming the comrytence based curiculum. Tlat curiculum selting up by two main steps are deJining the targeted output comrytencq followed by defining the comptency for group of subiects and tlen for each subject, Secondly, is appl.ying the curiculum in a daily educational prncesses, and then give it an assesment. evalualion and review toward lhe proccesses it self and the oulput respectively. The competerce based curiculum could provide some output as a young leacher which has some competency. However, sotne certiJication lesl is slill needed tofilter ,he oulpul and give rise to the high quality andfull of competerce teacher. Afier all, lhe user will prove it and giye the feed back to ut. Key words: Competence based curiculum, competenc

The Competence Based Curiculum of Biological Education's Undergraduate Programs

This is the review which dealed with the curiculum of, both an educational study program generally and biological study program as well. The review showed the importance to set the curiculum up and fit it with the competence based curiculum, since that curiculum has been applied by the user, thus, it needed to response respectively.The first step is, indeed, setting up the curiculum of educational study program, becoming the competence based curiculum. That curiculum setting up by two main steps are defining the targeted output competence, followed by defining the competency for group of subjects and then for each subject. Secondly, is applying the curiculum in a daily educational proccesses, and then give it an assesment, evaluation and review toward the proccesses it self and the output respectively.The competence based curiculum could provide some output as a young teacher which has some competency. However, some certification test is still needed to filter the output and give rise to the high quality and full of competence teacher. After all, the user will prove it and give the feed back to us.This is the review which dealed with the curiculum of, both an educational study programgenerally and biological study program as well. The review showed the importance to set thecuriculum up and fit it with the competence based curiculum, since that curiculum has been applied bythe user, thus, it needed to response respectively.The first step is, indeed, setting up the curiculum of educational study program, becoming thecompetence based curiculum. That curiculum setting up by two main steps are defining the targetedoutput competence, followed by defining the competency for group of subjects and then for eachsubject. Secondly, is applying the curiculum in a daily educational proccesses, and then give it anassesment, evaluation and review toward the proccesses it self and the output respectively.The competence based curiculum could provide some output as a young teacher which has somecompetency. However, some certification test is still needed to filter the output and give rise to the highquality andfull of competence teacher. After all, the user will prove it and give the feed back to us

Aktulalisasi Pembelajaranberpusat pada Siswa SMA Dj Kabupatenklaten

The objective of this researchis to evaluate of the quality of Internationalstandard schools (in Indonesia called SB/) and national standard schools (SSN) ofsenior high schools compared to other senior high schools categorized as neitherSBI nor SSN located in\u27Klaten. The evaluation focused on goal-oriented evaluationof thetwo issues: (1) teachers\u27 attempts to deal with student-centred teaching andlearning activities and .(2) teachers\u27 attempts to encourage their students to learn.This researchwas conducted at SMAN 1 Klaten (SB1), SMA 2 Klaten (SSN),SMANJogart~lan andSMAN Prambanan, which is neither SBI nor SSN. To obt~in thedata, two sets of questionnaires were administered.\u27To triangulate and to slipportdata collection, interviews with,the principals of, the four schools were cOl}ducted.\u27To satisfy the validity and the reliability of the interpretation of data, theinstruments,\u27weredeveloped.on the basis of blueprints and empirically analyzepusing QUEST. The obtaiRed data were analyzed with a descriptive analysis. Withregard to the data analysis; the results reveal that thereis only a slight differenceiptermsof the two issues above between schools\u27 categorized as SBland\u27 SSNcomparedtoctwo other schools categorized as neitherSBJ nor SS

KURIKULUM TINGKAT SATUAN PENDIDIKAN DAN TANTANGANNYA

Tulisan ini mengetengahkan peluang terimplementasikannya Kurikulum Tingkat Satuan Pendidikan sejalan dengan dikeluarkannya Peraturan Menteri Pendidikan Nasional No. 24 Tahun 2004 tentang pelaksanaan Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006 Tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah dan Peraturan Menteri Pendidikan Nasional Nomor 23 Tahun 2006 tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan Menengah. Hal ini menjadi sangat penting untuk dikaji mengingat banyak tantangan yang dihadapi di lapangan. Dari analisis SWOT dapat dikenali bahwa KTSP akan dapat terimplementasi dengan baik manakala dari implementasinya memperhatikan persyaratan yuridis formal, memperhatikan potensi yang dimiliki oleh setiap satuan pendidikan, harus tersosialisasikan dengan baik, dan setiap komponen satuan pendidikan menyadari tanggungjawabnya sesuai dengan tugas dan fungsi yang diemban. Kata Kunci: Kurikulum Tingkat Satuan Pendidikan, implementasi kurikulum, Kurikulum berbasis kompetens

DUKUNGAN KURIKULUM 2004 TERHADAP PEMBELAJARAN PENGETAHUAN ALAM TERINTEGRASI DI SMP

The new curriculum for junior high schools known as Curriculum 2004 calls for a change in the name of the school subject Physical Science into Physical Knowledge. The change in name has very important consquences on education in science. One of the most important consquences is that the subject should be taught in an integrated way. This article studies the consquences of the change in the name of the subject on its instruction and whether the structure of the curriculum enables the subject to be taught in an integrated way. The results of the study indicate that a consquence of the change in the name of the subject is that the way junior high school students learn science is not to be as scientific as scientists; rather, they are to come only to the level of introduction to concepts and scientific work which is applied in nature (which implies applied science). Therefore, there needs to be a change in the formulation of leaning objectives and a simplification of the basic copmpetencies to be achieved and the indicators of achievement. An integrated teaching of the subject in an integrated way, however, can ideally be conducted only when the development of the important aspects (or the strands) of the subject in the curriculum is based on themes or problems instead of objects. The objects selected should represent a facilitation of the mastery of scientific concepts to be developed in students, as seen in the structure of the curriculum used in Singapore or of the one proposed a science teachers’ association in the United States. Key words: science education curriculum, integrated science educatio

PENGEMBANGAN KREATIVITAS KETERAMPILAN PROSES SAINS DALAM ASPEK KEHIDUPAN ORGANISME PADA MATA PELAJARAN IPA SD

Abstrak: Penelitian ini bertujuan mengetahui seberapa jauh pengembangan kreativitas keterampilan proses sains dalam aspek kehidupan organisme melalui IPA di SD di DIY. Penelitian ini merupakan hasil need assessment yang dilaksanakan pada tahun pertama dari penelitian dengan judul kreativitas keterampilan proses sains dalam aspek kehidupan organisme pada mata pelajaran IPA SD yang akan dilaksanakan selama tiga tahun. Pengumpulan data melalui survei dengan teknik sampel gugus setelah ditetapkan Unit Pelaksana Tenis (UPT) Dinas Pendidikan yang mewakili wilayah perkotaan dan pinggiran. Hasil survei terhadap 400 guru kelas IV dan V serta 1200 grup peserta didik dari 10 UPT di lima kabupaten/kota di DIY menunjukkan hampir semua guru menyatakan pentingnya pembelajaran untuk mengembangkan kreativitas keterampilan proses sains dalam aspek kehidupan kepada peserta didik. Mereka hampir tidak pernah atau jarang membelajarkannya tanpa disertai pemberian contoh. Umumnya mereka sering melakukannya dengan disertai pemberian contoh. Tidak ada guru yang melaporkan pernah mengikuti diklat pengembangan kreativitas

Pengukuran Kreativitas Keterampilan Proses Sains dalam Konteks Assessment For Learning

Measuring the Science Process Skill Creativity in the Context of Assessment for Learning. This study aims to measure the science process skill creativity in Biology in Senior High Schools (SHSs), in terms of the basic skills, process skills, and investigative skills and use them in the context of assessment for learning. The study used the learning continuum as the abstract continuum and the instruments of the divergent process science skills in Biology in SHSs developed by Bambang Subali in 2009. Two of the six instrument sets were modified and administered to 1095 students. The results show that in the process science skill creativity, the skill in data measurement is the most difficult skill among the basic skills while the observation skill is the easiest. The skill in making inferences is the most difficult skill among the process skills while the skill in making predictions is the easiest. The most difficult skill in the investigative skills is the skill in planning investigation, followed by those in reporting an investigation and making an investigation

Pengembangan Kreativitas Keterampilan Proses Sains dalam Aspek Kehidupan Organisme pada Mata Pelajaran IPA SD

: This research is aimed to know how far the development of creativity of science process skills in the life aspect through the science subject in elementary schools in DIY. The data were collected through a survey by employing a group sampling technique after the areas had been determined by the Unit Pelaksana Teknis (UPT) of the education office which represented the city and suburb areas. The results of the survey which involved 400 elementary school teachers of grades IV and V as well as 1200 students from 10 UPT of 5 different regencies/municipalities in DIY show that almost all teachers stated the importance of developing creativity of the science process skill in the life aspect for the students. They hardly ever or seldom taught without giving examples. They often taught by giving examples. There was no teacher who stated that they had ever joined a training to develop the students' creativity