Reflecting Theories in Three Themes of Professional Development

There are three themes of professional development will be discussed in this paper; a commitment to professional development, a commitment to collaborative reflection on practice, recognizing context and culture in professional development. All Themes are elaborated respectively and relate the professional development theories to the Indonesian education system, and as a result, develop any potential understanding. All themes seem to support each other. the succeed effort of a teacher will contribute positively to their profession, in collaborative work or in the context and culture. The progress of the teacher professional development should come from the all parties' effort. As we all know that education does not only stand alone but it is strongly influenced by the present context of politics, social, culture, or religious. In, Indonesia the advancement of this sector would strongly rely on government action rather than grassroots or professional organization initiatives. Based on the reflection, the paper proposes narrowing gaps between the universities and the schools. Implementing this direction is believed to some extent would reach certain advancement in teacher professional development in Indonesia

Student Assessment And Misconceptions Of Photosynthesis: A Notion Of Shifting Perspective

Photosynthesis topic is as a compulsory topic ineducation typically in the second year of secondary high school. There is perception of some students that the photosynthesis topic is difficult to learn by student. This paper will clarify questions such as what assessment does mean, what student misconceptions in photosynthesis are, how teachers deal with student misconceptions, and last, why do teachers, school and curriculum need to change perspective in assessment. Based on the discussion, there are some parts that need to be reaffirmed. The teachers should not just recognize assessment as a formal paper, but in term of perspective and classroom instruction. It should be actualized in teaching-learning that there is no judgement of right and wrong for students in leaning.  Thus, dealing with student conception could be difficult for the teacher. The principal way is the teacher needs to be clear on the topic's planning and negotiate the meaning of all representations used in the classroom. Changing the type of assessments does not just simply mean changing teaching strategies or having appropriate types of assessment tool, but it could be a powerful source when it is integrated in the curriculum