IMPLEMENTATION OF CAMBRIDGE INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION CURRICULUM IN PLANT TRANSPORT SYSTEM TOPIC IN AN INTERNATIONAL SCHOOL.
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
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 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
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 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 ID. 0902179
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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
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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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 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... b. Formative Assessment ...
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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
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i ii iii iv v vi ix x
1 1 4 4 5 5 6
7 7 9 10 11 12 13 14 16 17 17 18
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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
2. The Role of Text Book of Cambridge International General Certificate of Secondary Education (IGCSE) in Instructional Process of Plant Transport System Topic ... 68
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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
Cognitive domain of the plant transport system objectives in Cambridge syllabus ... 55
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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
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 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 in the management of quality school education that can be adopted in local
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 understand different perspectives and to make reasoned responses: skills which
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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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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 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 IGCSE Curriculum in Plant Transport System Topic?
c. What is teaching method that teacher used in implemented Cambridge IGCSE Curriculum in Plant Transport System Topic?
d. What is teaching media that teacher used in implemented Cambridge IGCSE Curriculum in Plant Transport System Topic?
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 Topic in the text book of Cambridge IGCSE Curriculum
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 Plant Transport system topic
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 implementation of Cambridge IGCSE Curriculum.
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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 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 students, four females and five males.
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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 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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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 research stage of this study:
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 observations, interviews, and documents that explained more as follows:
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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
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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 chance to express his/her own perspectives about the curriculum.
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 accurate analysis and better understanding of the phenomenon under study. It
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 from field observation, or written documents and records.
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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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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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 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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Implementation Of Cambridge International General Certificate Of Secondary Education Curriculum In Plant Transport System Topic In An International School
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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 of the lesson, and providing them the unit test at the end of the topic.
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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 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
(29)
78
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 REFERENCES
Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning,
teaching, and assessing. New York: Longman.
Adamson, B. (2003). Inductive Education. (Online). Retrieved from
http://www.landmark.edu/institute/grants_research/biology_succes s/samples/inductivedeductive.pd. (May 24th 2013)
Bacon, F. (1561). Inductive Teaching Method. Boston: Mifflin and Company.
Beach, D. M., & Reinhatz, J. (1989). Supervision: Focus on Instruction. New York: Harper and Row.
Biggs & Tang. (2007). What do inventories of students’ learning processes
Really measure? A theoretical review and clarification, British
Journal of Educational Psychology, 63: 1–17
Bloom, B.S., (Ed.). 1956. Taxonomy of educational objectives: The
classification of educational goals: Handbook I, cognitive domain.
New York: Longman.
Bretz, R. (1971). A Taxonomy of Communication Media. New Jersey: Educational Technology Publications.
Brown & Knight. (1994). Brown, S. & Knight, P. (1994) Assessing
Learners in Higher Education, London: Kogan Page
Charmaz, K. (2007). Constructing grounded theory: A practical guide
through qualitative analysis. London: Sage.
Chambliss & Calfee. (1998). Reading, writing, and researching in social
studies and science. Towson: Maryland International Reading
Association Council.
Creswell J. W. (2008). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Upper Saddle
River, NJ: Pearson/Merrill Education.
Denzin, N., and Lincoln, Y. (1994). Introduction: Entering the field of
(30)
79
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
Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of
new scientists Implications for science teacher education. Journal
of Research in Science Teaching. London: Sage
Gatawa, B. S. M. (1990). The Politics of the School Curriculum: An
Introduction. Harare: Jongwe Press.
Harvey and Crandall. (1988). What restructuring is: In search of a
definition. Oxford University Press, Oxford, UK.
Li- Ling KUO, Christine. (1991). The Importance of Educational Media in Teaching. Journal of Social Education, 20, 61-88.
Lincoln, Y. (1994). Handbook of Qualitative Research. London: Sage
Lumpe, A. (2007). Research-based professional development:
Teachers
engaged in professional learning communities. Journal of Science
Teacher Education, 18, 125-128.
Manouchehri, A. (2001). Collegial interaction and reflective practice.
Journal of Action In Teacher Education, 22, 86-97.
Martin, M., Mullis, I. and Chrostowski, S. (Eds). (2004). TIMSS 2003
Technical Report:findings from IEA’s TIMSS at the eighth and fourth grades, Chestnut Hill: Boston College.
Ministry of National Education (2005). Strategic plan of ministry of
National Education 2005-2009. Jakarta: Ministry of National
Education.
Ministry of National Education. Republic of Indonesia (2003). Law
Number
20 Year 2003 on the national education system. Jakarta: Ministry
of
National Education.
National Research Council. (2000). Inquiry and the National Science
Education Standards: A guide for teaching and learning.
(31)
80
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
National education association. (1969). Professional development schools. Washington, D.C.: National Education Association.
Oakes & Saunders. (2004). Education’s most basic tools: Access to
textbooks and instructional materials in California’s public schools.
Teachers College Record, 106 (10), 1967-1988.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.
Spradley, J. (1980). Participant Observation. Orlando: Holt, Rinehart, &
Winston.
Stenhouse. (1979). Case study in comparative education: Particularity and generalization. Journal of Comparative Education, 15, 5-10. Tanner, D., and Tanner, L. (1995). Curriculum Development: Theory into
Practice (3rded.). Englewood Cliffs: Merrill.
University of Cambridge. (2010). Cambridge IGCSE Biology Syllabus for
examination in June and November 2013. England: UCLES.
University of Zimbabwe. (1995). Curriculum Implementation, Change and
Innovation. Harare: Centre for Distance Education, University of
Zimbabwe.
Wolcott, H. F. (1994). Transforming Qualitative Data: Description,
(1)
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.
(2)
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 of the lesson, and providing them the unit test at the end of the topic.
(3)
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
(4)
78
REFERENCES
Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning,
teaching, and assessing. New York: Longman.
Adamson, B. (2003). Inductive Education. (Online). Retrieved from http://www.landmark.edu/institute/grants_research/biology_succes
s/samples/inductivedeductive.pd. (May 24th 2013)
Bacon, F. (1561). Inductive Teaching Method. Boston: Mifflin and Company.
Beach, D. M., & Reinhatz, J. (1989). Supervision: Focus on Instruction. New York: Harper and Row.
Biggs & Tang. (2007). What do inventories of students’ learning processes
Really measure? A theoretical review and clarification, British
Journal of Educational Psychology, 63: 1–17
Bloom, B.S., (Ed.). 1956. Taxonomy of educational objectives: The
classification of educational goals: Handbook I, cognitive domain.
New York: Longman.
Bretz, R. (1971). A Taxonomy of Communication Media. New Jersey: Educational Technology Publications.
Brown & Knight. (1994). Brown, S. & Knight, P. (1994) Assessing
Learners in Higher Education, London: Kogan Page
Charmaz, K. (2007). Constructing grounded theory: A practical guide
through qualitative analysis. London: Sage.
Chambliss & Calfee. (1998). Reading, writing, and researching in social
studies and science. Towson: Maryland International Reading
Association Council.
Creswell J. W. (2008). Educational research: Planning, conducting, and
evaluating quantitative and qualitative research. Upper Saddle
River, NJ: Pearson/Merrill Education.
Denzin, N., and Lincoln, Y. (1994). Introduction: Entering the field of
(5)
79
Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of
new scientists Implications for science teacher education. Journal
of Research in Science Teaching. London: Sage
Gatawa, B. S. M. (1990). The Politics of the School Curriculum: An
Introduction. Harare: Jongwe Press.
Harvey and Crandall. (1988). What restructuring is: In search of a
definition. Oxford University Press, Oxford, UK.
Li- Ling KUO, Christine. (1991). The Importance of Educational Media in Teaching. Journal of Social Education, 20, 61-88.
Lincoln, Y. (1994). Handbook of Qualitative Research. London: Sage
Lumpe, A. (2007). Research-based professional development:
Teachers
engaged in professional learning communities. Journal of Science
Teacher Education, 18, 125-128.
Manouchehri, A. (2001). Collegial interaction and reflective practice.
Journal of Action In Teacher Education, 22, 86-97.
Martin, M., Mullis, I. and Chrostowski, S. (Eds). (2004). TIMSS 2003
Technical Report:findings from IEA’s TIMSS at the eighth and
fourth grades, Chestnut Hill: Boston College.
Ministry of National Education (2005). Strategic plan of ministry of
National Education 2005-2009. Jakarta: Ministry of National
Education.
Ministry of National Education. Republic of Indonesia (2003). Law
Number
20 Year 2003 on the national education system. Jakarta: Ministry
of
National Education.
National Research Council. (2000). Inquiry and the National Science
(6)
80
National education association. (1969). Professional development schools. Washington, D.C.: National Education Association.
Oakes & Saunders. (2004). Education’s most basic tools: Access to
textbooks and instructional materials in California’s public schools.
Teachers College Record, 106 (10), 1967-1988.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.
Spradley, J. (1980). Participant Observation. Orlando: Holt, Rinehart, &
Winston.
Stenhouse. (1979). Case study in comparative education: Particularity and generalization. Journal of Comparative Education, 15, 5-10. Tanner, D., and Tanner, L. (1995). Curriculum Development: Theory into
Practice (3rded.). Englewood Cliffs: Merrill.
University of Cambridge. (2010). Cambridge IGCSE Biology Syllabus for
examination in June and November 2013. England: UCLES.
University of Zimbabwe. (1995). Curriculum Implementation, Change and
Innovation. Harare: Centre for Distance Education, University of
Zimbabwe.
Wolcott, H. F. (1994). Transforming Qualitative Data: Description,