INTEGRATED SCIENCE LEARNING THROUGH PROJ
INTEGRATED SCIENCE LEARNING THROUGH PROJECT BASED
LEARNING IN SEKOLAH INDONESIA SINGAPURA
Fajar Krisna Caturangga, M.Si.
Sekolah Indonesia Singapura
20A Siglap Road, Singapore 455859
Email: fajar.kc@gmail.com
ABSTRACT
Integrated Science Learning is a learning that combines Physics, Chemistry and Biology into a
thematic learning. In this study the Integrated Science Learning conducted through Project Based
Learning that emphasizes the analysis of the factual issues and investigating the problem solving by
engaging 21st Century skills.
Project Based Learning is centered on the learner and affords learners the opportunity for in-depth
investigations of worthy topics. The steps of PBL are: Driving question, designs a plan for the project,
arrange a schedule, monitor/evaluate the progress of the project and assess the outcome. 21st Century
skills to be taught and assessed are: critical thinking/problem solving, communication/oral
presentation, collaboration, and tech literacy.
Subjects in this study were students of grade X (chemistry subject), grade XI Science (Physics subject)
and grade XII Science (Biology subject) at Sekolah Indonesia Singapura.
In this study, aspects of assessment consist of a written test, oral/presentation test and observation.
Based on the results of formative tests and summative tests, this study can enhance students'
understanding of science and based on the observation during the study, it was concluded that 21st
Century skills appears and possessed by the student when the learning processes.
Keyword: Integrated Science Education, Problem Based Learning, 21st Century skills
1. INTRODUCTION
The rapid growth of world population causes
the increasing number of the world population.
The increasing number of population cause
human living spaces is getting less and less. It
happens in some Asian Countries. Furthermore,
this has impacts on the increasing needs
towards energy resources, both biotic and
abiotic. Meanwhile, farming and plantation
spaces as biotic energy resources are
decreasing, and the availability of oil, coal, as
well as other abiotic energy resources is in a
limited amount. On the contrary the needs
towards energy resources in unavoidable. This
is as a result of the very fast technology
development. It causes strict competition
among human beings, as well as among living
things to obtain all daily needs for each
individual.
“It is not the strongest of the species that
survives, nor the most intelligent that survives.
It is the one that is the most adaptable to
change.” (Charles Darwin, Quote). Based on
the above quote, what is required by individual
to enable to survive is the capability to adapt to
environment, it the environment in this case the
current world, situation requires us to make use
of the limited energy resource, while the needs
toward energy resources is requested more,
hence it’s required creative, innovative, critical
individuals and posses the capabilities on using
information, therefore they enable to think of
solution of every problem they are facing.
How might the capabilities possessed by human
being in the future? The answer is certainly
through education, namely by making our
students to get used to facing problems that
might be faced in their environment using the
21st century skills.
For sure, there are many ways of learning
methods, which might be applied in education.
However, which appropriate method that could
trigger those skills to be possessed by students?
The researcher tries to use Project Based
Learning Models in Integrated Science
Learning in order students to posses’ 21st
century skills, and to enhance the understanding
of science concept on students.
The problems are:
1. Does Integrated Science Learning through
Project Based Learning enable students to
posses’ 21st century skills?
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
1
2.
Does Integrated Science Learning through
Project Based Learning enable to enhance
students’ understanding on science
concept?
1.1 Integrated Science Education
Integrated Science Learning is a learning that
combines Physics, Chemistry and Biology into
a thematic learning. In this research, Integrated
Science Learning is conducted at high school
level, in which the learning of Physics,
Chemistry, and Biology are conducted in a
separate learning.
1.2 21st Century Skills
On the book written by Bernie Trilling &
Charles Fadel entitled 21st Century Skills,
Learning for Life in Our Time, has several
questions:
“What skills will your child need in the future
you painted?”
The answer is what challenges will be faced by
our students in the future? Some have been
mention earlier, that the availability of energy
resources is getting less, on the contrary the
need towards energy resources is required more
is one of the challenge which might be faced
now and in the future.
The core subjects and interdisciplinary 21st
Century themes are surrounded by the three sets
of skills most in demand in the 21st century:
• Learning and innovation skills
• Information, media, and technology
skills
• Life and career skills
1.3 Project Based Learning
Project Based Learning is centered on the
learner and affords learners the opportunity for
in-depth investigations of worthy topics. The
learners are more autonomous as they construct
personally meaningful artifacts that are
representations of their learning. The steps of
PBL are: Driving question, designs a plan for
the project, create a schedule, monitor/evaluate
the students and progress of the project and
assess the outcome.
Why must PBL to appear 21st Century Skills in
Integrated Science Learning to anticipate
problems that might be happening in daily life?
Because PBL is broader and often composed of
several problems students will need to solve,
provides
the
contextualized,
authentic
experiences necessary for students to scaffold
Integrated Science learning and build
meaningfully
powerful,
provide
both
challenging and motivating. Requires students
to think critically and analytically and enhances
higher-order
thinking
skills,
requires
collaboration, peer communication, problemsolving, and self-directed learning.
The purposes of this research are:
1. To prove that Integrated Science Learning
through Project Based Learning enables
students to possess 21st Century Skills
2. To prove that Integrated Science Learning
through Project Based Learning enables to
enhance students’ understanding on
science concept.
The benefits of this research namely:
1. Able to find out that Integrated Science
Learning through Project Based Learning
will make students to possess 21st Century
Skills,
and
enhance
students’
understanding on science concept
2. Able to be references in science learning
3. Able to be the reference in learning using
Project Based Learning model.
Figure 1. 21st Century Skills Core Rainbow
The first set of 21st century skills focuses on
critical learning skills and innovation:
• Critical thinking and problem solving
(expert thinking)
• Communication and collaboration
(complex communicating)
• Creativity and innovation (applied
imagination and invention)
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
2
2.
MODELS,
DESIGN,
IMPLEMENTATION
AND
This research was conducted on August 25,
2013 to September 25, 2013, involving students
of grade X (for Chemistry), grade XI (for
Physics), and grade XII (for Biology). They
worked in a group and together to make a
science project.
Major
Products
(Group)
Assessment
2.1 Project Plan
This project is conducted based on project plan
as presented below:
Table 1. Project Plan
Name of Project
Project Subject
Objective
Project idea
Summary of
the issue,
challenge,
investigation,
scenario, or
problem
Driving
question
Content
standard to
be taught
and assessed
21st century
skills to be
taught and
assessed
Hydroponic Plantation
Biology, Chemistry, Phycics
The students will be able to analyze the
growth and development of organism
The Students will be able to analyze the
concept of dynamic fluid
The Students will be able to analyze the
nutrition needed by plants
Students do some investigations to find out
why and how the vegetable price increases
in Singapore. Students explore what the
growth and development of organism
needed and collaborate to design something
to solve it. Student will use information
from sources to make hydroponic plantation.
Student find the proper doze of micro and
macro nutrient for the growth and
development of plant.
- Why do the prices of vegetables increas
in Singapore?
- Why don’t you see the agricultural field
in Singapore?
- Does the Singapore’s weather support to
grow the vegetables?
- What can we do to solve it?
- What possible design can we do to solve
the problem?
Growth and Development of Organism
As the basis for understanding this
concept, students know:
Some factors that influence the growth and
development of organism
Growth and development of living things
are influence by various factors above
internal and external.
Factors are from inside the body of
organism and from the environment.
The internal factors are coming from inside
the body, are determined by genes.
The world of genes is seen in the work of
hormone and enzymes.
Enviromental factors are related to anything
in the environment such as air, water, soil,
and sunlight.
þ Critical thinking/ Problem solving
þ Communication/Oral presentation
þ Collaboration
þ Tech literacy
Reflection
method to look
back on content
and process
1.
Hydroponic Plantation:
a.
Plants (Biology)
b.
Nutrients A and B (Chemistry)
c.
Pot and nutrients flow system
(Physics)
2.
Power point presentation
Presentation Audience: Students of
Grade X, XI Science and XII
Science, Science Teachers, Principal
Formative
Quiz/test (Required)
Assessment
Biology: Growth and
(During Project)
development
of
organism (plant)
Physics:
dynamics
fluids
Chemistry:
Acid,
bases and salt solution
Journal/Learning log
Each group makes a
progress report twice a
week
Preliminary
plans/outline/prototy
pe
Biology: defines the
kind of plants
Physics: outline of pot
and nutrients flow
system
Chemistry: define the
combination
of
nutrients needed by
plants
Summative
Oral Presentation with
Assessment (End
rubric
of Project)
Harvest time. Make
sure the project is
working
properly,
indicated by timing of
Harvest time.
Group
Whole Class Discussion
Individual
Open ended questions
Timeline of Activities
Week 1: Introductory meeting, Planning the project each
group (Product: Project outline), arranges the schedule.
Assessment: Observation assessment
Week 2: Running project (Product: progress report twice a
week),
Assessment: Formative test and observation assessment
Week 3: Running project (Product: progress report twice a
week),
Assessment: Observation assessment
Week 4: Prepare to final report, Group presentation and
discussion, and Harvest time!
Assessment: Summative test and Observation assessment
Daily schedule: The Project is run after school hour everyday
(Mo-Fri)
Progress report: Biology (Monday and Wednesday), Physics
(Tuesday and Thursday), Chemistry (Wednesday and Friday)
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
3
2.2 Assessment Methods
Kinds of the assessment are:
1. Formative test comprises 5 (five) concept
questions for each science subject. The
total score is 100.
2. Summative test conducted in the form of
oral presentation test, consisting 2 (two)
kinds
of
assessment
namely:
understanding of Science concept and
communication skill (on observation
assessment). The understanding of Science
concept assesses using the rubric as
presented in the following.
3. STUDY RESULT
Figure 2. Process of pot and nutrients flow design
Table 2. Summative test rubric
Name
Subject
Understanding concept
1 2
3 4
5
Total
Score
Notes:
- Comprises 5 (five) concepts of each subjects, in
accordance with the indicator of each Science subject
- Score range used is 1 – 4
- 4 = very good, 3 = good, 2 = enough, 1 = poor
the final mark for understanding concept is
calculated using the following formula:
𝑚𝑎𝑟𝑘 =
3.
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
×100
20
Observation assessment is conducted
during the ongoing project. Science
teacher conducts observation. The
observation sheets on 21st Century Skills is
as follows.
Table 3. Observation assessment rubric
Name
1
21st Century Skills
2
3
4
Total
score
Notes:
- 1:critical
thinking/problem
solving,
2:communication/oral presentation, 3:collaboration,
4:Tech literacy
- Score range used is 1 – 4
- 4 = always, 3 = often, 2 = sometimes, 1 = never
Observation result can be calculated using the
following formula:
𝑚𝑎𝑟𝑘 =
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
×100%
16
Criteria:
90 < mark ≤ 100 = very good
80 < mark ≤ 90 = good
70 < mark ≤ 80 = enough
mark ≤ 70 = poor
Figure 3. Production process
The result of formative test (F), summative test
(S) and Observation assessment in average each
group as follows:
Table 4. Study Result
Group Subject
X
Chemistry
XI
Physics
XII
Biology
average
F
56
62.86
60
59.62
S
79
88.57
80
82.52
O
79 %
94.62 %
82.50 %
85.37 %
Based on the result above, we find out that the
average of summative test is higher than
formative test for each group and each subject.
Meanwhile, the concept, which must be
explained on formative and summative is equal,
therefore, this research enables to enhance
students’ understanding towards science
concept through the activity of Project Based
Learning.
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
4
On the observation result, the appearance of 21st
century skills, which is researching 4 kinds of
basic skills reveals, that group X (Chemistry)
shows the average result 79%, group XI
(Physics) show 94.62% and group XII
(Biology) show 82.50%. From this data, hence
Integrated Science Learning through Project
Based Learning can appear 85.37% in average
out of 21st century skills is researched. The
percentage shows that the mastery of 21st
century skills for students when the project is in
progress is considered good (80 < mark < 90)
4. CONCLUSION
Based on the result of the discussion above, it
can be inferred namely:
1. Integrated Science Learning through
Project Based Learning enables to
enhance the students’ understanding
on Science concept.
2. Integrated Science Learning through
Project Based Learning enables to
make students to possess 21st Century
Skills.
REFERENCES
1.
A Global Cities Education Network
Report, 2012, “Teaching and Learning 21st
Century Skills: Lesson from the Learning
Sciences”, Rand Corporation. Hong Kong.
2.
Bernie Trilling & Charles Fadel, 2009,
“21st Century Skills, Learning For Life in
Our Time”, John Wiley & Sons Inc., San
Francisco.
3.
Jason Ravitz and Friends, 2012, “Using
Project Based Learning to teach 21st
Century Skills: Finding from a statewide
initiative”, Paper, Vancouver, BC.
4.
Robert M. Capraro and Scott W. Slough,
2009, Project Based Learning An
Integrated
Science,
Technology,
Engineering and Mathematics (STEM)
Approach, Sense Publisher, Rotterdam.
5.
Kementrian Pendidikan dan Kebudayaan
RI, 2014, “Modul Pelatihan Implementasi
Kurikulum 2013, Badan Pengembangan
Sumber Daya Manusia Pendidikan dan
Kebudayaan dan Penjaminan Mutu
Pendidikan, Jakarta.
6.
Charles
Darwin
Quotes
at
http://thinkexist.com/quotes/charles_darwi
n/ accessed in 30th July 2014 on 09.20
(GMT+8)
Figure 4. Harvest time
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
5
LEARNING IN SEKOLAH INDONESIA SINGAPURA
Fajar Krisna Caturangga, M.Si.
Sekolah Indonesia Singapura
20A Siglap Road, Singapore 455859
Email: fajar.kc@gmail.com
ABSTRACT
Integrated Science Learning is a learning that combines Physics, Chemistry and Biology into a
thematic learning. In this study the Integrated Science Learning conducted through Project Based
Learning that emphasizes the analysis of the factual issues and investigating the problem solving by
engaging 21st Century skills.
Project Based Learning is centered on the learner and affords learners the opportunity for in-depth
investigations of worthy topics. The steps of PBL are: Driving question, designs a plan for the project,
arrange a schedule, monitor/evaluate the progress of the project and assess the outcome. 21st Century
skills to be taught and assessed are: critical thinking/problem solving, communication/oral
presentation, collaboration, and tech literacy.
Subjects in this study were students of grade X (chemistry subject), grade XI Science (Physics subject)
and grade XII Science (Biology subject) at Sekolah Indonesia Singapura.
In this study, aspects of assessment consist of a written test, oral/presentation test and observation.
Based on the results of formative tests and summative tests, this study can enhance students'
understanding of science and based on the observation during the study, it was concluded that 21st
Century skills appears and possessed by the student when the learning processes.
Keyword: Integrated Science Education, Problem Based Learning, 21st Century skills
1. INTRODUCTION
The rapid growth of world population causes
the increasing number of the world population.
The increasing number of population cause
human living spaces is getting less and less. It
happens in some Asian Countries. Furthermore,
this has impacts on the increasing needs
towards energy resources, both biotic and
abiotic. Meanwhile, farming and plantation
spaces as biotic energy resources are
decreasing, and the availability of oil, coal, as
well as other abiotic energy resources is in a
limited amount. On the contrary the needs
towards energy resources in unavoidable. This
is as a result of the very fast technology
development. It causes strict competition
among human beings, as well as among living
things to obtain all daily needs for each
individual.
“It is not the strongest of the species that
survives, nor the most intelligent that survives.
It is the one that is the most adaptable to
change.” (Charles Darwin, Quote). Based on
the above quote, what is required by individual
to enable to survive is the capability to adapt to
environment, it the environment in this case the
current world, situation requires us to make use
of the limited energy resource, while the needs
toward energy resources is requested more,
hence it’s required creative, innovative, critical
individuals and posses the capabilities on using
information, therefore they enable to think of
solution of every problem they are facing.
How might the capabilities possessed by human
being in the future? The answer is certainly
through education, namely by making our
students to get used to facing problems that
might be faced in their environment using the
21st century skills.
For sure, there are many ways of learning
methods, which might be applied in education.
However, which appropriate method that could
trigger those skills to be possessed by students?
The researcher tries to use Project Based
Learning Models in Integrated Science
Learning in order students to posses’ 21st
century skills, and to enhance the understanding
of science concept on students.
The problems are:
1. Does Integrated Science Learning through
Project Based Learning enable students to
posses’ 21st century skills?
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
1
2.
Does Integrated Science Learning through
Project Based Learning enable to enhance
students’ understanding on science
concept?
1.1 Integrated Science Education
Integrated Science Learning is a learning that
combines Physics, Chemistry and Biology into
a thematic learning. In this research, Integrated
Science Learning is conducted at high school
level, in which the learning of Physics,
Chemistry, and Biology are conducted in a
separate learning.
1.2 21st Century Skills
On the book written by Bernie Trilling &
Charles Fadel entitled 21st Century Skills,
Learning for Life in Our Time, has several
questions:
“What skills will your child need in the future
you painted?”
The answer is what challenges will be faced by
our students in the future? Some have been
mention earlier, that the availability of energy
resources is getting less, on the contrary the
need towards energy resources is required more
is one of the challenge which might be faced
now and in the future.
The core subjects and interdisciplinary 21st
Century themes are surrounded by the three sets
of skills most in demand in the 21st century:
• Learning and innovation skills
• Information, media, and technology
skills
• Life and career skills
1.3 Project Based Learning
Project Based Learning is centered on the
learner and affords learners the opportunity for
in-depth investigations of worthy topics. The
learners are more autonomous as they construct
personally meaningful artifacts that are
representations of their learning. The steps of
PBL are: Driving question, designs a plan for
the project, create a schedule, monitor/evaluate
the students and progress of the project and
assess the outcome.
Why must PBL to appear 21st Century Skills in
Integrated Science Learning to anticipate
problems that might be happening in daily life?
Because PBL is broader and often composed of
several problems students will need to solve,
provides
the
contextualized,
authentic
experiences necessary for students to scaffold
Integrated Science learning and build
meaningfully
powerful,
provide
both
challenging and motivating. Requires students
to think critically and analytically and enhances
higher-order
thinking
skills,
requires
collaboration, peer communication, problemsolving, and self-directed learning.
The purposes of this research are:
1. To prove that Integrated Science Learning
through Project Based Learning enables
students to possess 21st Century Skills
2. To prove that Integrated Science Learning
through Project Based Learning enables to
enhance students’ understanding on
science concept.
The benefits of this research namely:
1. Able to find out that Integrated Science
Learning through Project Based Learning
will make students to possess 21st Century
Skills,
and
enhance
students’
understanding on science concept
2. Able to be references in science learning
3. Able to be the reference in learning using
Project Based Learning model.
Figure 1. 21st Century Skills Core Rainbow
The first set of 21st century skills focuses on
critical learning skills and innovation:
• Critical thinking and problem solving
(expert thinking)
• Communication and collaboration
(complex communicating)
• Creativity and innovation (applied
imagination and invention)
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
2
2.
MODELS,
DESIGN,
IMPLEMENTATION
AND
This research was conducted on August 25,
2013 to September 25, 2013, involving students
of grade X (for Chemistry), grade XI (for
Physics), and grade XII (for Biology). They
worked in a group and together to make a
science project.
Major
Products
(Group)
Assessment
2.1 Project Plan
This project is conducted based on project plan
as presented below:
Table 1. Project Plan
Name of Project
Project Subject
Objective
Project idea
Summary of
the issue,
challenge,
investigation,
scenario, or
problem
Driving
question
Content
standard to
be taught
and assessed
21st century
skills to be
taught and
assessed
Hydroponic Plantation
Biology, Chemistry, Phycics
The students will be able to analyze the
growth and development of organism
The Students will be able to analyze the
concept of dynamic fluid
The Students will be able to analyze the
nutrition needed by plants
Students do some investigations to find out
why and how the vegetable price increases
in Singapore. Students explore what the
growth and development of organism
needed and collaborate to design something
to solve it. Student will use information
from sources to make hydroponic plantation.
Student find the proper doze of micro and
macro nutrient for the growth and
development of plant.
- Why do the prices of vegetables increas
in Singapore?
- Why don’t you see the agricultural field
in Singapore?
- Does the Singapore’s weather support to
grow the vegetables?
- What can we do to solve it?
- What possible design can we do to solve
the problem?
Growth and Development of Organism
As the basis for understanding this
concept, students know:
Some factors that influence the growth and
development of organism
Growth and development of living things
are influence by various factors above
internal and external.
Factors are from inside the body of
organism and from the environment.
The internal factors are coming from inside
the body, are determined by genes.
The world of genes is seen in the work of
hormone and enzymes.
Enviromental factors are related to anything
in the environment such as air, water, soil,
and sunlight.
þ Critical thinking/ Problem solving
þ Communication/Oral presentation
þ Collaboration
þ Tech literacy
Reflection
method to look
back on content
and process
1.
Hydroponic Plantation:
a.
Plants (Biology)
b.
Nutrients A and B (Chemistry)
c.
Pot and nutrients flow system
(Physics)
2.
Power point presentation
Presentation Audience: Students of
Grade X, XI Science and XII
Science, Science Teachers, Principal
Formative
Quiz/test (Required)
Assessment
Biology: Growth and
(During Project)
development
of
organism (plant)
Physics:
dynamics
fluids
Chemistry:
Acid,
bases and salt solution
Journal/Learning log
Each group makes a
progress report twice a
week
Preliminary
plans/outline/prototy
pe
Biology: defines the
kind of plants
Physics: outline of pot
and nutrients flow
system
Chemistry: define the
combination
of
nutrients needed by
plants
Summative
Oral Presentation with
Assessment (End
rubric
of Project)
Harvest time. Make
sure the project is
working
properly,
indicated by timing of
Harvest time.
Group
Whole Class Discussion
Individual
Open ended questions
Timeline of Activities
Week 1: Introductory meeting, Planning the project each
group (Product: Project outline), arranges the schedule.
Assessment: Observation assessment
Week 2: Running project (Product: progress report twice a
week),
Assessment: Formative test and observation assessment
Week 3: Running project (Product: progress report twice a
week),
Assessment: Observation assessment
Week 4: Prepare to final report, Group presentation and
discussion, and Harvest time!
Assessment: Summative test and Observation assessment
Daily schedule: The Project is run after school hour everyday
(Mo-Fri)
Progress report: Biology (Monday and Wednesday), Physics
(Tuesday and Thursday), Chemistry (Wednesday and Friday)
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
3
2.2 Assessment Methods
Kinds of the assessment are:
1. Formative test comprises 5 (five) concept
questions for each science subject. The
total score is 100.
2. Summative test conducted in the form of
oral presentation test, consisting 2 (two)
kinds
of
assessment
namely:
understanding of Science concept and
communication skill (on observation
assessment). The understanding of Science
concept assesses using the rubric as
presented in the following.
3. STUDY RESULT
Figure 2. Process of pot and nutrients flow design
Table 2. Summative test rubric
Name
Subject
Understanding concept
1 2
3 4
5
Total
Score
Notes:
- Comprises 5 (five) concepts of each subjects, in
accordance with the indicator of each Science subject
- Score range used is 1 – 4
- 4 = very good, 3 = good, 2 = enough, 1 = poor
the final mark for understanding concept is
calculated using the following formula:
𝑚𝑎𝑟𝑘 =
3.
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
×100
20
Observation assessment is conducted
during the ongoing project. Science
teacher conducts observation. The
observation sheets on 21st Century Skills is
as follows.
Table 3. Observation assessment rubric
Name
1
21st Century Skills
2
3
4
Total
score
Notes:
- 1:critical
thinking/problem
solving,
2:communication/oral presentation, 3:collaboration,
4:Tech literacy
- Score range used is 1 – 4
- 4 = always, 3 = often, 2 = sometimes, 1 = never
Observation result can be calculated using the
following formula:
𝑚𝑎𝑟𝑘 =
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒
×100%
16
Criteria:
90 < mark ≤ 100 = very good
80 < mark ≤ 90 = good
70 < mark ≤ 80 = enough
mark ≤ 70 = poor
Figure 3. Production process
The result of formative test (F), summative test
(S) and Observation assessment in average each
group as follows:
Table 4. Study Result
Group Subject
X
Chemistry
XI
Physics
XII
Biology
average
F
56
62.86
60
59.62
S
79
88.57
80
82.52
O
79 %
94.62 %
82.50 %
85.37 %
Based on the result above, we find out that the
average of summative test is higher than
formative test for each group and each subject.
Meanwhile, the concept, which must be
explained on formative and summative is equal,
therefore, this research enables to enhance
students’ understanding towards science
concept through the activity of Project Based
Learning.
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
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On the observation result, the appearance of 21st
century skills, which is researching 4 kinds of
basic skills reveals, that group X (Chemistry)
shows the average result 79%, group XI
(Physics) show 94.62% and group XII
(Biology) show 82.50%. From this data, hence
Integrated Science Learning through Project
Based Learning can appear 85.37% in average
out of 21st century skills is researched. The
percentage shows that the mastery of 21st
century skills for students when the project is in
progress is considered good (80 < mark < 90)
4. CONCLUSION
Based on the result of the discussion above, it
can be inferred namely:
1. Integrated Science Learning through
Project Based Learning enables to
enhance the students’ understanding
on Science concept.
2. Integrated Science Learning through
Project Based Learning enables to
make students to possess 21st Century
Skills.
REFERENCES
1.
A Global Cities Education Network
Report, 2012, “Teaching and Learning 21st
Century Skills: Lesson from the Learning
Sciences”, Rand Corporation. Hong Kong.
2.
Bernie Trilling & Charles Fadel, 2009,
“21st Century Skills, Learning For Life in
Our Time”, John Wiley & Sons Inc., San
Francisco.
3.
Jason Ravitz and Friends, 2012, “Using
Project Based Learning to teach 21st
Century Skills: Finding from a statewide
initiative”, Paper, Vancouver, BC.
4.
Robert M. Capraro and Scott W. Slough,
2009, Project Based Learning An
Integrated
Science,
Technology,
Engineering and Mathematics (STEM)
Approach, Sense Publisher, Rotterdam.
5.
Kementrian Pendidikan dan Kebudayaan
RI, 2014, “Modul Pelatihan Implementasi
Kurikulum 2013, Badan Pengembangan
Sumber Daya Manusia Pendidikan dan
Kebudayaan dan Penjaminan Mutu
Pendidikan, Jakarta.
6.
Charles
Darwin
Quotes
at
http://thinkexist.com/quotes/charles_darwi
n/ accessed in 30th July 2014 on 09.20
(GMT+8)
Figure 4. Harvest time
Conference on Science Education and Teacher Professional Development
SEAMEO QITEP in Science
25-28 September 2014
5