'rCurriculum Development of Science
Education in 21.1 Century,
Bandung, 30 October 2010
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Insih Wilujeng,
Agus Setiawan,
Liliasari
P h y s i c s
E d u c a t i o n
S t u d y p r o g r a m ,
F M l p A ,UNY; alamat:
Abstract
The objective of this research was to obtain description about competence
of science education undergraduate students as candidate of junior high school science teacher,
which include'content competence and pedagogy
competence on integrated science using inquiry approach' content competence includes understanding
on integrated science with scientific method and on science
field interdisc'l,T:rt. tla.J.gy'.orii*un.u incrudes capabirity
of student to pran, develop and do integrated.science learning using. inquiry,
ripr-o.*. ,i was descriptive research with subject of 3o semeste!--6 a science education undergraduale
students' o"t. *"i"
"ltained using integrated science I test instrument (integrated of science and scientific-methoa) and integrated ,.i"n." i test instrument (understanding
cf science interdisciplinary
concept); competence map developmlnt assesm"nt in trur"nt and iniegrateo scie*ce learning syllabus; lesson Dlan assessment instrument and peer teaching instrument. Resr.rlt
of content competence irrdicated that there was an increase in science integrated .oti"ten.e with scientific
method on the subiects witn early and final test average score of 7z'4 and 9t'3, respectivety,
wittr N-gain o.68. tr,"r" *.r orso an increase in ,.i"n.u interdisciprinary understanding competence for obiective questions
*ith ,u"rrgo i.oru ro. early anJ f; i;;;'*"re 6o,j and 86,8, respectively' with N-gain o'67' There rvas increase
in science i",Jroir.ipri".ry understanding
competence for subjective questions with average score for early test and final ,"t, *ur" !:,o
."nd 72,2, respectivery, with N-gain o.59. student'pedagogy
competence in ptanning integrated science r"".ii! is good, inoi.it"J *i'tn average score of capability of developing c:mpet"ence t.p .nd sylt"ab.'s
"t ";
i;.";;rrngt" ,-+) .na'rtro"ni.o.f",un." in resson pran development is good, indicated with average trori oi 3l,r'(::#;#; of r-4). student .ori".un.u in doing and managing learning is good, with peer teachin!assessme
nt of 3.7 (score range of r_5).
Key words: content competence' pedagogy comptetence, integrated
science, inquiry
Background
In StandarCs
for Science Teacher preparation
(NSTA,
zoo3: 8), it is recommended
for science
teachers that science teachers tend to be
interdisciplinary.
As the effort to fulfill such a need,
then science teachers of elementary and high
school
should
be prepared
for having
competences
in terms of biology, chemistry,
globe, interplanetary
space
and other sciences.
The study program of science Education in the
faculty 6f MlpA LJNy
is aimed
to produce
teachers
with a title named Sariana pendidikan Sains
(S.Pd.Si.) who have basic competences of
peda
gogy, personality,
professional
and social.
Education
competence
of science.
lt is not only a
competence
to make researches
to develop
science
education
but also a competence
to spread
science
education
through education
and training
progrrr.
Cornpetence
to face the future. lt is a cJmpetence
to. face and figure out the tendency of science
education
and use such a competence
to improve
science
education.
Competence
science bases and the adequate
variants to advanced study. (zooz curriculum,
Faculty of MtpA State University of yogyakarta
(UNY),
zooT:
58-59)
The curriculum
centre, Balitbang Depdiknas has
arranged the guidance of developing integrated
science
learning
since zoo5, but in ieali-ty
almost all
iunior high school science teachers' f,.ue not
apF{l€d,'that }earfihlg' by.arryr rerason*. Frvrn the
