IMPLEMENTATION OF CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION CURRICULUM IN PLANT TRANSPORT SYSTEM TOPIC IN AN INTERNATIONAL SCHOOL.

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Yuriza Keumala, 2013

Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

IMPLEMENTATION OF CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION CURRICULUM IN

PLANT TRANSPORT SYSTEM TOPIC IN AN INTERNATIONAL SCHOOL

RESEARCH PAPER

Submitted as requirement to obtain degree of SarjanaPendidikan in International

Program on Science Education study program

Prepared by: Yuriza Keumala

0902179

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION BANDUNG

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Yuriza Keumala, 2013

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPROVAL FORM OF RESEARCH PAPER

YURIZA KEUMALA 0902179

IMPLEMENTATION OF CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION CURRICULUM IN PLANT TRANSPORT SYSTEM CONCEPT IN AN INTERNATIONAL

SCHOOL

APPROVED AND AUTHORIZED BY:

Supervisor I

Dr. Harry Firman, M.Pd.

NIP: 195210081974121001

Supervisor II

Dr. Agus Setiabudi, M.Si.

NIP: 196808031992031002

Head of Study Program of

International Program on Science Education

Dr. Diana Rochintaniawati, M.Ed.

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Yuriza Keumala, 2013

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DECLARATION

I hereby declare that the research paper that has title “IMPLEMENTATION OF

CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF

SECONDARY EDUCATION CURRICULUM IN PLANT TRANSPORT

SYSTEM TOPIC IN AN INTERNATIONAL SCHOOL” is my original research

work. Wherever contributions of others are involved, every effort is made to

indicate this clearly, with due reference to the literature, and acknowledgement of

collaborative research and discussions.

Bandung, July 1st 2013

Researcher

Yuriza Keumala

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Yuriza Keumala, 2013

Implementation of Cambridge International General Certificate of Secondary Education Curriculum in Plant Transport System Topic in an

International School

Yuriza Keumala

Indonesia University of Education

International Program on Science Education-Indonesia University of Education

Abstract

The dynamics of schooling in Indonesia, started since the enactment of Law Number 20 Year 2003, indicate a paradigm shift in school management and the phenomenon of international schools in Indonesia has been growing as implied by this law. An International school is a school that promotes international education, in an international environment, either by adopting an international curriculum such as Cambridge International Curriculum. Due to that phenomena the research is conducted with the purpose to analyze the organization and implementation of Cambridge IGCSE Curriculum in of instructional process of Plant Transport System Topic by employing qualitative descriptive methodology. This research was done in one of international school in Bandung with one science teacher and one class of grade nine that consist of nine students, four females and five males as participants. The research data were collected through video, documents, interviews, and classroom observation. It is found that Cambridge IGCSE Biology syllabus provides what students need to develop and prepare for the next stage of their education and also help them develop their scientific skills, attitudes and their awareness of the nature of science and its relationship to the technology. While, in the implementation process there are data and information gap between objectives in Cambridge syllabus and implementation of syllabus in instructional process in the classroom.

Keywords: Cambridge Curriculum, Curriculum Implementation, International School, Plant Transport System

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENT

APPROVAL FORM OF RESEARCH PAPER ...

DECLARATION ...

ABSTRACT ...

PREFACE ...

ACKNOWLEDGMENTS ...

TABLE OF CONTENTS ...

LIST OF TABLES ...

LIST OF FIGURES ...

CHAPTER I INTRODUCTION ...

A. Background ...

B. Research Problem...

C. Research Questions ...

D. Research Objectives ...

E. Limitations of Research ...

F. Significant of the Research ...

CHAPTER II LITERATURE REVIEW...

A. Definition of Curriculum ...

B. Cambridge Curriculum ...

C. Cambridge IGCSE...

D. Curriculum Implementation ...

1. Teaching Approach ...

2. Teaching Method ...

3. Teaching Media...

4. Role of Textbook...

5. Students Assessment ...

a. Summative Assessment...

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i ii iii iv v vi ix x

1

4

5

6

7

9

10

11

12

13

14

16

17

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vii

E. Cognitive Domain based on Bloom Taxonomy ... 18

F. Plant Transport System Content Review... 20

CHAPTER III RESEARCH METHODOLOGY ... 22

A. Research Method... 22

B. Research Participant ... 22

C. Research Stages... 23

D. Data Collection... 25

E. Data Validation ... 28

1. Triangulation ... 28

2. Member Check ... 29

F. Data Analysis Technique ... 29

CHAPTER IV FINDINGS AND DISCUSSIONS ... 31

A. Findings... 31

1. Description of Cambridge IGCSE Biology 2013 Syllabus ... 31

2. Description of textbook that used in implementation Cambridge IGCSE in Plant Transport System Topic ... 38

3. Instructional process of implementation Cambridge IGCSE syllabus in Plant Transport System Topic... 41

a. Content Organization... 41

b. Teaching Approach ... 55

c. Teaching Method ... 56

d. Teaching Media ... 57

e. Students Assessment ... 58

B. Discussions ... 63

1. Cambridge IGCSE Biology 2013 Syllabus in Plant Transport System Topic ... 63

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viii

3. Instructional Process by using Cambridge International General

Certificate of Secondary Education (IGCSE) Curriculum in Plant

Transport System Topic ... 69

a. Content Organization... 69

b. Teaching Approach ... ₇₀

c. Teaching Method ... ₇₁

d. Teaching Media ... ₇₂

e. Students Assessment ... ₇₂

CHAPTER V CONCLUSIONS AND SUGGESTIONS... 75

A. Conclusions ... 75

B. Suggestions ... 77

REFERENCES ... 78

APPENDICES ... 81

Appendix A. Cambridge IGCSE Biology 2013 Syllabus

Appendix B. Video transcripts from first until fifth meetings

Appendix C. Interview Transcript

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ix

LIST OF TABLES

Table 2.1 Table 2.2 Table 3.1 Table 4.1 Table 4.2 Table 4.3

Table 4.4

Comparison of xylem and phloem ... 20

Factors that affect transpiration rate ... 21

Forms of Data Collection ... 27

The score weightings of students’ assessments... 34

Curriculum Content of Plant Transport System Topic... 35

The comparison between objectives in Cambridge syllabus and instructional process in classroom... 44

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x

LIST OF FIGURES

Figure 2.1 Figure 2.2 Figure 2.3 Figure 3.1 Figure 3.2 Figure 3.3 Figure 4.1 Figure 4.2 Figure 4.3 Figure 4.4 Figure 4.5 Figure 4.6 Figure 4.7 Figure 4.8 Figure 4.9 Figure 4.10

Interactions among four elements in Curriculum ... 8

Four stages in Cambridge curriculum ... 9

Cognitive Domain based on Bloom Taxonomy ... 19

Research stages of the research... 25

The triangulation between the data ... 28

Data Analysis Technique ... 30

Content Organization of Plant Transport System Topic based on Cambridge Syllabus ... 37

Content Organization based on Cambridge text book ... 38

Content Organization of Plant Transport System Topic based on first meeting in instructional process ... 41

Content Organization of Plant Transport System Topic based on second meeting in instructional process... 42

Content Organization of Plant Transport System Topic based on third meeting in instructional process ... 42

Content Organization of Plant Transport System Topic based on fourth meeting in instructional process ... 43

Content Organization of Plant Transport System Topic based on fourth meeting in instructional process (continued) ... 44

Content Organization of Plant Transport System Topic based on fifth meeting in instructional process ... 45

Self-assessment check list for drawing ... 61

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Yuriza Keumala, 2013

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

A. Background

Indonesian Government continuously seeks to improve the quality of its

education. Developing education can be done using many strategies, such as

reforming school system and school curricula. There are main priorities that have

been determined by the Government to develop education in Indonesia: improving

equity and access, enhancing quality and relevance, and strengthening

management and accountability. However, the focus on achieving the target in

completing the basic education program (elementary and junior high schools) by

the end of the first decade in the 21st century has given more attention to access

than to that of quality and management. Efforts in improving the education in

Indonesia have encountered various difficulties such as: limitations in learning

facilities, quality of teachers, and limitation in the budget for education. As a

consequence, the quality of school education in Indonesia is left behind compared

to the other countries, it indicated by the achievement of 8th grade Indonesian

students in TIMSS (Trends in Mathematics and Science Study) in the year 2003.

The dynamics of schooling in Indonesia, started since the enactment of Law

Number 20 Year 2003, indicate a paradigm shift in school management and the

phenomenon of international schools in Indonesia has been growing as implied by

this law. The Strategic Plan of the Ministry of National Education 2005-2009

(Ministry of National Education 2005) puts priority on the implementation of new

practices in school management in the context of decentralization of education,

such as developing a school-level curriculum. Moreover, technical assistance is

provided by several donor countries to undertake pilot projects to develop models

of school management, teacher professionalism, and quality of learning. In

addition, the existence of the future of schooling in Indonesia International

Schools in various cities in Indonesia has also provided models of good practices

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contexts. These new schooling phenomena can form a synergistic scenario of

school restructuring that has been and will be continuously implemented in

Indonesia. School restructuring is a concept that represents fundamental changes

in all aspects of schooling, including its mission and goals, organization and

management, curriculum and instruction, educator roles a responsibilities, parent

and community involvement, and school finance, in ways that lead to improved

student learning outcomes (Harvey & Crandall 1988).

An International school is a school that promotes international education, in

an international environment, either by adopting an international curriculum such

as International Baccalaureate and Cambridge International Curriculum. One of

school that using Cambridge Curriculum in Bandung is Mutiara Nusantara

International School (MNIS). MNIS use international curricula from

the University of Cambridge and the International Baccalaureate Organization to

educate their students. The Cambridge International Curriculum (CIC) is based on

a set of common principles underpinned by the best educational and assessment

practice. CIC spans both primary and secondary years and provides a positive

educational experience for all students, harnessing assessment as a tool for

monitoring progress and adapting teaching to the needs of individuals.

Cambridge Curriculum is flexible and covers a variety of subjects, helping

students to develop their skills of enquiry, collaboration, reflection, evaluation and

problem solving, and to apply these skills to the global themes being studied. All

scenarios and discussions are considered in an international setting and students

undertaking the course must consider topics from local, national and global angles

whilst developing their own personal perspective. The syllabus is designed to

draw on a variety of subjects, across a number of groups. Teachers of the syllabus

can come from a variety of disciplines, with a broad interest in matters of global

import, and a deep commitment to preparing young people for their role in an

increasingly interdependent world. The syllabus will appeal to students because it

extends their understanding of the world. They will develop their potential to

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will be useful in their study of all other disciplines. Schools can build a core

curriculum, extend it to suit their learners and introduce cross-curricular

perspectives. Clearly defined learning outcomes and content, mean Cambridge

Curriculum is compatible with other curricula and is internationally relevant and

sensitive to different needs and cultures. Assessment for Cambridge curriculum

includes written and oral tests, coursework and practical assessment. Schools have

the option of assessing learners using only external examinations or, in most

subjects, combining examinations with coursework. Coursework is set and

marked by the teacher and externally moderated by Cambridge.

Every school has different way in implementing the curriculum to achieve

the goals in the syllabus and to pass Cambridge examination. Due to that reason,

research is needed to investigate how the implementation of Cambridge

curriculum in Mutiara Nusantara International School is, especially in secondary

grade. CIC has different level in every grade, between grades 7-8 is Cambridge

Checkpoint Curriculum and between grades 9-10 is Cambridge International

General Certificate of Secondary Education Curriculum (IGCSE). The result of

this study is expected as knowledge to help other teacher in how best to

implement the curriculum.

B. Research Problem

Based on the background above, the phenomena of an International School

that use Cambridge International Curriculum has raises and leads to the following

research problem:

“How is Cambridge IGCSE Curriculum organized and implemented in

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu C. Research Questions

The broad focus of this study is to analyze the organization and

implementation of Cambridge IGCSE Curriculum in instructional process of Plant

Transport System Topic in International School that leads and develops to the

following research questions::

1. How is Plant Transport System Topic organized in the syllabus of Cambridge

IGCSE Curriculum?

2. How is Plant Transport System Topic organized and implemented in the text

book of Cambridge IGCSE Curriculum?

3. How is Plant Transport System Topic implemented in the instructional

process by using Cambridge IGCSE Curriculum?

a. How is the content that teacher organized in implemented Cambridge

IGCSE Curriculum in Plant Transport System Topic?

b. What is teaching approach that teacher used in implemented Cambridge

c. What is teaching method that teacher used in implemented Cambridge

d. What is teaching media that teacher used in implemented Cambridge

e. How is the assessement that teacher provides to assess students

understanding in implementation of Cambridge IGCSE Curriculum in

Plant Transport System Topic?

D. Research Objectives

The purposes of this research are to:

1. To analyze the organization of Plant Transport System Topic in the syllabus

of Cambridge IGCSE Curriculum

2. To analyze the organization and implementation of Plant Transport System

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3. To analyze the implementation of Plant Transport System Topic in the

instructional process by using Cambridge IGCSE Curriculum

a. To analyze the content that organized by teacher in implemented IGCSE

Curriculum in Plant Transport System Topic

b. To describe teaching approach that teacher used in implemented

Cambridge IGCSE Curriculum in Plant Transport System Topic

c. To describe teaching method that teacher used in implemented Cambridge

IGCSE Curriculum in Plant Transport System Topic

d. To describe teaching media that teacher used in implemented Cambridge

IGCSE Curriculum in Plant Transport System Topic

e. To analyze the assessment that teacher gives to assess students

understanding in implementation of Cambridge IGCSE Curriculum in

Plant Transport System Topic

E. Limitations of Research

The focus of the research is limited to:

1. The course is Biology for 9 grade of Mutiara Nusantara International School

2. The research take in the chapter of Plant Transport System topic

F. Significance of Research

Hopefully this research will give benefits for science teachers and especially:

1. For prospective teacher

a. As a knowledge about profile of Syllabus Cambridge International

Curriculum

b. As a knowledge of how Cambridge International Curriculum implemented

in international school

c. As knowledge for choosing good approach, method, and media to teach

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2. For fellow researcher as a reference for conducted further research. Further

research can be conducted in another science course even another chapter in

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

METHODOLOGY

A. Research Method

Qualitative method is used in this study. According to Denzin and Lincoln

(1994), qualitative research focuses on interpretation of phenomena in their

natural settings to make sense in terms of the meanings people bring to these

settings. According to Creswell (2008) there are five steps comprise the process of

collecting qualitative data, first identifying the participants and sites, gaining

access, determining the types of data to collect, developing data collection forms,

and administering the process in ethical manner. Qualitative research involves

collecting information about personal experiences, introspection, life story,

interviews, observations, historical, interactions and visual text which are

significant moments and meaningful in peoples' lives.

Dealing with the research problem and the objective stated in the previous

chapter, in this study the writer will use descriptive technique. This descriptive

technique is designed to obtain information concerning particular issues and then

describe them. Arikunto states that descriptive technique is not meant to test a

certain hypothesis, but it only describes the phenomena, situation and condition

that occur during the study. Descriptive technique is to present a board range of

activities that have in common the purpose of describing situation or phenomena.

B. Participant

The research was conducted in Mutiara Nusantara International that

elaborate one science teacher and one class of grade nine which consist of nine

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu C. Research Stages

There are four stages that have done in this research process; first is

preparation stage, second is data collection stage, third is data analysis stage, and

the last is completion stage that descripted as follows:

1. Preparation Stage

In this stage researcher analyze Cambridge curriculum in secondary level

and then choose what topic that will be observed. In choosing the topic researcher

should consider several factors such as the topic should be in 2nd semester, the

meeting agenda should not be too long or too short and the teacher that teach the

topic allow the researcher to observe his/her class and instructional process. After

considering all factors, researcher makes instrument that include interview sheet.

According to Arikunto, research instrument is tools or facilities that are using by

the researcher in order to collect data. So that makes the job easier, complete and

systematic. And also researcher prepare the tools that need in taking research data

such as audio and video recorder to record the instructional process, voice

recorder to record the interview process, and notes to write field notes when

observation process occur.

2. Data Collection Stage

In this stage researcher do the observation and collect observational data in

the class. Observation is the process of gathering open-ended, firsthand

information by observing people and places at research site. Observations

represent a frequently used form of data collection, with the researcher able to

assume different roles in the process (Spradley, 90a). In this stage researcher

observe learning process by record it, observe by using five sights, and write in

the field notes, and also do the interview the teacher to know teacher point of view

how to implement Cambridge curriculum. Researcher also does documentation

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3. Data Analysis Stage

In this stage researcher process the data based on video audio recording,

observation (field notes), documents, and interview. The process of data analysis

begins with transcript the audiotapes that have recorded (learning process and

interview) and analyses the field notes that have write. Transcription is the process

of converting audio video tape recording and field notes into text data. Data that

has been transcript then will be analyzed. The documents that have researcher get

such as lesson plan, students worksheet, and text book will give strengthen to the

data that has been analyzed.

4. Completion Stage

In this stage, all data that has been analyzes will be concluding and

reporting. Research stage is made to make it easier and as a guideline so that the

research process is structured and focused. The figure 3.1 that follows shows the

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Figure 3.1 Research Stages in Taking Data

D. Data Collection

Qualitative data consists of detailed descriptions of situations, events,

people, interactions, and observed behaviors; direct quotations from people about

their experiences, attitudes, beliefs, and thoughts; and excerpts or entire passages

from documents, correspondence, records and case histories. This study relied

heavily upon qualitative data obtained from video tape, field notes and classroom

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1. Video Tape

Audiovisual materials consist of video, images and sound that researchers

collect to help them understand the central phenomenon under study. Audiovisual

materials provide an opportunity to share directly the perception of reality.

Audiovisual materials as a method of data collection and means of data analysis

have allowed significant methodological improvements to the study of non-verbal

behavior. As with audiovisual materials seen to be more reliable than real-time

observation and note-taking as it allows for repeated examination of the data and

consequently data are not limited by the problems of selective attention or

recollection.

2. Field Notes

Observation is the process of gathering open-ended, firsthand information

by observing people and places at research site. Observations represent a

frequently used form of data collection, with the researcher able to assume

different roles in the process (Spradley, 90a). Through participant observation, it

is possible to describe what goes on, whom or what is involved. When and where

things happen, how they occur, and why at least from the standpoint of

participants, things happen as they do in learning process. “How you collect data

affects which phenomena you will see, how, where, and when you will view them,

and what sense you will make of them.” [Charmaz, 2007, p.15]. Data record

during observation called field notes. Field notes is text that record and write by

the researcher during the observation process.

3. Interviews

Interview occurs when researcher ask one participant an open ended

questions and record the answers. The researcher then transcribes the data into

words for analysis. In this study, an interview is done to the teacher as a learning

community to give strength and to obtain the appropriate data from audiovisual

materials and field notes by verbal communication and to know the respond of the

learning process and how to implement Cambridge curriculum. Teacher has the

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4. Documents

Documents is a valuable source of information in qualitative research, it

consist of public and private records that qualitative researchers obtain about a site

or participants in a study, it can include newspaper, minutes of meetings, personal

journals, and letters (Cresswell, 2008). In this study researcher seek the

information through lesson plan, Cambridge curriculum, textbooks, and students’

worksheet. Documents need as addition in strengthening analysis based on

audiovisual material. Documents ready to analysis without necessary transcription

that is required with observational and interview data. The table 3.1 that follows

shows the forms for data collection:

Table 3.1 Forms of Data Collection

No. Forms of data Types of data Description

1 Audiovisual

materials

Video, Picture,

photographs, audiotapes that takes in the

classroom

Audiovisual materials consisting of images and sounds of learning process that recorded by

researcher.

2 Observation Field notes and sketch

drawing that takes in the classroom

Unstructured text of data and sketch taken during observations by researcher

3 Interview Transcription of open

ended question in interviews process

Unstructured text data obtained from transcribing audiotapes of interviewers or by transcribing open ended responses to a questions

4 Documents Lesson plan, text book,

student worksheet

Public record and documents that can analyses by researcher

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In order to obtain the depth and detail of data that is denotative of qualitative

research, this study relied heavily upon qualitative data obtained from video tape,

field notes and classroom observations, interviews, and documents. The use of

multiple methods of collecting the data for this study ensured methodological

triangulation. The rationale for this strategy is that the flaws of one method are

often the strengths of another, and by combining methods, researcher can achieve

the best of each, while overcoming their unique deficiencies that descripted as

follows:

1. Triangulation

Triangulation is an approach to research that uses a combination of more

than one research strategy in a single investigation. Triangulation chooses a

different strategy in the same study is to balance them so each counterbalances the

margin of error in the other. In this study use more than one data collection

strategy, those are: video recording and field notes, students and teacher

interview, and documents (lesson plan, book, and worksheet). Below is figure 3.3

that shows the triangulation between them:

Figure 3.2 The Triangulation between Three Data

The purpose of combining the data collection methods is to get more

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contributes to the completeness and confirmation of findings necessary in

qualitative research investigations.

2. Member Check

Member check is a procedure largely associated with qualitative research

whereby a researcher submits materials relevant to an investigation for checking

by the people who were the source of those materials. According to Lincoln

(1985) observe, it can be crucial for establishing the credibility of one’s findings

and can also serve to alleviate researchers’ anxieties about their capacity to

comprehend the social worlds of others. It can be employed in connection with

most forms of qualitative research. In qualitative research, a member check, also

known as informant feedback or respondent validation, is a technique used by

researchers to help improve the accuracy, credibility, validity, and transferability

Member checking can be done during the interview process and video

transcription to increase the credibility and validity (statistics) of a qualitative

study. The interviewer should strive to build rapport with the interviewee in order

to obtain honest and open responses. If the participants affirm the accuracy and

completeness, then the study is said to have credibility. The overall goal of this

process is to provide findings that are authentic, original and reliable.

F. Data Analysis Technique

Analyzing qualitative data requires understanding how to make sense of

text and images so that it can answers research questions. According to John

Creswell there are six steps involved in analyzing and interpreting qualitative

data: preparing and organizing data, exploring and coding the database, describing

findings and forming themes, representing and reporting findings, interpreting the

meaning of findings, and validating the accuracy of findings. In this study there

are several steps to analyze the data:

1. Read and review data. Data consist of interview notes or transcripts, notes

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Yuriza Keumala, 2013

2. Code the data. Coding means identifying themes within interview notes,

documents, or field observations that relate to the research questions in study.

Themes are common ideas and patterns that observe repeatedly as data that

have been collected. Researcher has to read through data multiple times to

identify all of the themes.

3. Interpret data by attaching significance to the themes and patterns that have

observed. Write lists of key themes and review the data again. Consider

alternative explanations by looking for differences in responses or

observations that have recorded in data collection.

4. Draft a report that details in findings. Then writing the research report based

on the data by synthesizing and summarizing it.

Based on the description above, below is the figure 3.2 that shown the process of

how to analyses the data:

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions

Based on result and analysis data of implementation Cambridge

International General Certificate of Secondary Education (IGCSE) curriculum in

plant transport system topic in international school, it can be concluded that:

1. Cambridge IGCSE Biology syllabus provides what students need to develop

and prepare for the next stage of their education. They are encouraged

students to provide authentic experiences that simulate the world of work

and stimulate students’ imaginations which will help them develop their

scientific skills and attitudes and their awareness of the nature of science

and its relationship to technology. In Cambridge IGCSE Biology syllabus,

plant transport system topic divided into 3 mains subtopic are transport in

plant, water uptake, and transpiration process. In those 3 subtopics there are

several objectives that should be reaching by students. In implementing

Cambridge Syllabus, they give free opportunity to the teacher to develop

their own lesson plan that refers to the Cambridge syllabus.

2. In implementing Cambridge curriculum, teacher use course book from

Cambridge that written by Mary Jones and Geoff Jones in Cambridge

IGCSE biology course book, second edition that powered by university of

Cambridge international examination. Plant transport system topic is written

in chapter 9. Plant transport system divided into 3 subchapter are transport

in plant, structure and function of root, and transpiration process. The role of

textbook in instructional process are teacher used text book as a guide for

delivering plant transport system topic and it makes teacher easier to deliver

the concept. Sometimes teacher make the activity worksheet based on the

textbook.

3. In instructional process by using Cambridge syllabus, teacher divided plant

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Yuriza Keumala, 2013

a. Teacher divided plant transport system into 5 meetings. In first meeting,

students learn about definition and function of xylem and phloem.

Second and third meeting, students do the experiment in dissecting the

root to see the structure of xylem and phloem. Fourth meeting students

learn about function, types and structure of root, the process of water

move through the root and how transpiration process occurs. And in the

fifth meeting they learn about factors that affect transpiration rate then

they do the experiment in dissecting the stem as enrichment.

b. Teacher used deductive approach in delivering the concept, in every

meeting teacher conducts lessons by introducing and explaining

concepts to students, and then expecting students to complete tasks to

practice the concepts.

c. Teacher used different method in every meeting. In several meetings

teacher combine multiple method to deliver the concept. In the first and

fourth meeting teacher combined lecturing with discussion method to

deliver the concept. In second and third meeting teacher used

experiment method. In the fifth meeting teacher used discussion method

by choose one student become presenter in discussing the factors that

affect transpiration rate

d. Teacher used PowerPoint as media to deliver the concept. While in the

second and third meeting, students used microscope to observe the

structure of the root. And in the fifth meeting, teacher showed video

about cohesion phenomenon through the projector

e. Teacher assess students understanding of the plant transport system

topic by giving them worksheet when doing the activity, quiz in the end

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu B. Recommendations

Based on the conclusion above, the suggestion are as follows:

1. Research need to be conducted further for observing the implementation of

the Cambridge International General Certificate of Secondary Education

(IGCSE) curriculum in another Biology material, so that the knowledge

gained become far more comprehensive and help in preparing Indonesian

students in developing their scientific skills and attitudes and their awareness

of the nature of science and its relationship to technology

2. Another recommendation is further research need to be done to find out the

effectiveness of implementing Cambridge International General Certificate of

Secondary Education (IGCSE) curriculum in the improvement of students’

achievement or even students’ scientific skills and attitudes and their

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu REFERENCES

Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning,

teaching, and assessing. New York: Longman.

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