THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT TOPIC.
THE IMPLEMENTATION OF PHYSICS TEACHING
STRATEGIES REFERS TO CAMBRIDGE IGCSE
CURRICULUM IN LATENT HEAT TOPIC
A Case Study of One International School in Tangerang
Research Paper
Submitted as fullfilment of the requirement
to obtain the degree of Sarjana Pendidikan in International Program on Science
Education
Prepared by:
Euis Umi Kulsum
0902165
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
Euis Umi Kulsum, 2013
The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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AUTHORIZATION
THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES
REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT
TOPIC
A Case Study of one International School in Tangerang
by:
Euis Umi Kulsum
Registration Number: 0902165
Approved and authorized by:
First Supervisor
Dr. Agus Setiabudi, M.Si.
NIP: 196808031992031002
Second Supervisor
Dr. Yayan Sanjaya, M.Si.
NIP: 197112312001121001
Head of Study Program of International Program on Science Education
Dr. Diana Rochintaniawati, M.Ed.
NIP: 196709191991032001
Euis Umi Kulsum, 2013
The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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DECLARATION OF ORIGINALITY
I, the undersigned, hereby declare that this research paper which entitled
“THE
IMPLEMENTATION
OF
PHYSICS
TEACHING
STRATEGIES REFERS TO CAMBRIDGE IGCSE CURRICULUM
IN LATENT HEAT TOPIC” is entirely the result of my own work where all
sources have been properly acknowledged and the research paper contains no
plagiarism. Accordingly, I shall be solely responsible for taking penalty as the
case of any action against this statement.
Bandung, August 2013
Euis Umi Kulsum
Euis Umi Kulsum, 2013
The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
i
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perpustakaan.upi.edu
THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES
REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT
TOPIC
ABSTRACT
This study was conducted in an attempt to provide a description in relation to
the strategies of teaching which is conducted while running Cambridge IGCSE
(International General Certificate of Secondary Education) curriculum. The
investigation was carried out in one international school which applies Cambridge
curriculum located in Tangerang. This study involved physics teacher at IGCSE
level who are teaching Cambridge IGCSE syllabus, as a source of information
research. Case study as one of qualitative method is undertaken in order to
examine and describe the issues concerning whether the teaching strategies used
by teacher who is teaching the Cambridge IGCSE syllabus in latent heat topic
reflect efforts in achieving compliance of the goals contained in the curriculum. In
an effort to get the picture, all the five instruments constructed were deployed as a
tool in capturing the data needed to answer those four research questions. The
research findings shows that in practice, although Cambridge has set a goal topic
that is written in a syllabus, but it is allowable for teacher to develop the
objectives of lesson which still refers to the objectives written in the syllabus.
Direct instructions and hands-on activities which were used in the classroom as
teaching strategies reflect efforts in achieving compliance of the goals contained
in the curriculum. It can be seen by the simple demonstration shown at the
beginning of lesson to equip students to acquire skills and competencies which are
emphasized in the curriculum.
Keywords: Curriculum Implementation, Cambridge IGCSE, Teaching Strategies.
.
Euis Umi Kulsum, 2013
The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES
REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT
TOPIC
ABSTRAK
Penelitian ini dilakukan dalam upaya memberikan gambaran yang terkait dengan
strategi pengajaran yang dilakukan saat menjalankan kurikulum Cambridge
IGCSE (International General Certificate of Secondary Education). Penyelidikan
dilakukan di salah satu sekolah internasional yang menerapkan kurikulum
Cambridge sebagai kurikulum sekolahnya. Penelitian ini melibatkan guru fisika
yang sedang mengajar Cambridge IGCSE silabus, sebagai sumber informasi
penelitian. Studi kasus sebagai salah satu metode kualitatif dilakukan dalam upaya
mempelajari dan mendeskripsikan isu-isu mengenai apakah strategi pengajaran
yang digunakan oleh guru yang mengajar Cambridge IGCSE silabus dalam topik
panas laten mencerminkan adanya upaya dalam mencapai kesesuaian tujuan yang
terkandung dalam kurikulum. Dalam upaya mendapatkan gambaran informasi,
kelima instrumen dikerahkan sebagai alat dalam menggarap data yang diperlukan
untuk menjawab pertanyaan-pertanyaan penelitian. Hasil penelitian menunjukkan
bahwa dalam prakteknya, meskipun Cambridge telah menetapkan tujuan pada
setiap topik yang tertulis dalam silabus, guru diperkenankan untuk
mengembangkan tujuan pembelajaran namun masih mengacu pada tujuan yang
tercantum dalam silabus. Direct instructions and hands-on activities yang
digunakan di dalam kelas sebagai strategi pengajaran merefleksikan upaya dalam
mencapai kesesuaian tujuan yang terkandung dalam kurikulum. Hal ini dapat
dilihat pada demonstrasi sederhana yang ditunjukkan pada awal pelajaran dalam
membekali para siswa untuk memperoleh keterampilan dan kompetensi yang
ditekankan dalam kurikulum.
Kata kunci: Implementasi Kurikulum, Cambridge IGCSE, Strategi Mengajar.
TABLE OF CONTENT
AUTHORIZATION.................................................................................................
DECLARATION OF ORIGINALITY..................................................................
i
PREFACE...............................................................................................................
ii
ACKNOWLEDGMENT........................................................................................
iii
ABSTRACT...........................................................................................................
iv
TABLE OF CONTENT...........................................................................................
v
LIST OF TABLES................................................................................................... viii
LIST OF FIGURES................................................................................................. ix
LIST OF APPENDIX................................................... ........................................
x
CHAPTER I: INTRODUCTION
1
A. Background...............................................................................................
B. Research Problem.....................................................................................
1. Research Question.........................................................................
C. Aims of Study.....................................................................................
D. Limitation of Research............................................................................
E. Significance of Study..............................................................................
1. Prospective Teacher.....................................................................
2. Teachers in General.....................................................................
3. Researcher...................................................................................
4. Policy Makers..............................................................................
1
3
4
4
4
5
5
5
5
5
CHAPTER II: THEORETICAL FRAMEWORK.................................................
6
A.
B.
C.
D.
Curriculum Implementation.................................................................
Cambridge Curriculum..............................................................................
Cambridge IGCSE.................................................................................
Teaching Strategies....................................................................................
1. Direct Instruction...........................................................................
2. Indirect Instruction.........................................................................
3. Interactive Instruction....................................................................
4. Individual Instruction.....................................................................
6
9
12
16
17
20
21
22
CHAPTER III: RESEARCH METHODOLOGY.................................................
25
A. Conceptual Framework.............................................................................
B. Operational Definition.............................................................................
25
25
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The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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C.
D.
E.
F.
G.
H.
Subject of Study..............................................................................
Sampling Technique.........................................................................
Research Method ....................................................................................
Research Design...............................................................................
Data Collection Technique................................................................
Instruments......................................................................................
1. Video Recording............................................................................
2. Interview Guide and Recording Devices........................................
3. Questionnaires..............................................................................
4. Documents...................................................................................
I. Research Procedures...........................................................................
1. Preliminary Stage..........................................................................
a. Doing literature study..............................................................
b. Discussing idea of research.....................................................
c. Constructing research proposal..................................................
d. Managing permission....................................................................
e. Determining subject of study.......................................................
f. Constructing and justifying instruments...................................
g. Test validity and reliability..........................................................
1) Construct validity.................................................................
2) Internal validity....................................................................
3) External validity........................................................................
4) Reliability...............................................................................
h. Analyze the results of testing...................................................
i. Consult with lecturer or expert....................................................
j. Make revision..............................................................................
2. Data Collection Stage.........................................................................
a. Analyzing documents.................................................................
b. Implementing research instruments.........................................
1) Recording video of lesson.........................................................
2) Conducting interview................................................................
3) Distributing questionnaire..........................................................
3. Final Stage...................................................................................
c. Analyzing data............................................................................
d. Drawing conclusion......................................................................
e. Constructing report......................................................................
J. Data Analysis Technique..........................................................................
27
27
27
27
28
29
29
29
30
30
31
31
31
31
31
31
32
32
32
32
33
33
34
34
34
34
35
35
36
36
36
36
37
37
37
37
39
CHAPTER IV: FINDINGS AND DISCUSSION.................................................
40
A. Goals Contained in Cambridge IGCSE Curriculum...............................
B. Skills and Competencies Should Learners Acquire in Cambridge
IGCSE Curriculum..................................................................................
C. Description on Topic Organization in Latent Heat Topic.........................
1. Content Organization....................................................................
40
vi
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Latent Heat Topic
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51
51
a. Lesson Objective......................................................................
b. Topic Involved..........................................................................
c. Learning Procedure.....................................................................
D. Teaching Strategies Used in Latent Heat Topic.......................................
1. The Familiarity of the Respondent to Teaching Strategies..............
2. Typical Teaching Strategies Performed by Respondent.....................
3. Reasons towards Teaching Strategies Taken.....................................
4. Objectives in Cambridge Syllabus and Objectives in Instructional
Process in Classroom..........................................................................
5. Objectives in Cambridge Syllabus and the Instructional Process in
Classroom.............................................................................................
6. Description on Factors Influence Teaching Strategies...................
a. Teacher philosophy.................................................................
b. Teachers’ Background and Experience...................................
c. Students’ Characteristics.........................................................
d. School Demands or Environment..............................................
e. Teacher collegiality...................................................................
f. Students' Needs......................................................................
g. Time Allocation.....................................................................
51
52
53
54
54
55
56
CHAPTER V: CONCLUSION AND RECOMMENDATION.............................
74
74
75
76
79
A. Conclusions...............................................................................................
B. Recommendations......................................................................................
References..............................................................................................................
Appendix ...............................................................................................................
vii
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59
63
66
67
69
71
71
72
72
CHAPTER I
INTRODUCTION
A. Background
Currently the appearances of schools which are labeled as an international
school become its own phenomenon in Indonesia. An international school was
initially organized to meet the needs of education for foreign children who live in
Indonesia. It was provided to serve the children of expatriate business people,
diplomatic families and the wealthy parents who wanted to prepare their children
for overseas college education (Vietnam news, 2012). International schools were
typically identical with the use of curriculum and language of instruction that has
been recognized globally. Usually the adopted curriculum is the curriculum that
was accredited abroad or has gained worldwide recognition, such as International
Baccalaureate (IB) and Cambridge curriculum (CIE).
Curriculum is one of the important aspects in education which determines the
direction and become the benchmark of educational objectives. This is probably
the reason why many people state that curriculum has a central position in any
educational efforts. Meanwhile, regarding the function of curriculum, Kartika
(2010) has her own opinion that it may depend on the school. Each school has
their stated objectives and those are listed in the curriculum.
As we all know there are two strikingly different types of schools i.e. national
school and international school. They both have curriculum as a fundamental of
an educational institution. In addition to the language of instruction that made the
difference in the two schools, the curriculum adopted by them is also different.
International school adopts educational standards of country that has certain
advantages in the area of education. In other word, the curriculum used has
worldwide recognition. Therefore, it is believed the graduates have the ability of
international competitiveness (Hidayat, 2011). From many international schools in
Indonesia, there is also one international school which is located in Tangerang
that applies Cambridge Curriculum (CIE) as the school curriculum.
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The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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Each curriculum contains a number of objectives to be achieved which
basically it is purposed to prepare students to have capabilities for their life.
Cambridge International Examinations (CIE) is the world’s largest provider of
international education programs. It provides four stages of qualifications for 5–
19 year olds. And Cambridge IGCSE (International General Certificate of
Secondary Education) is one of curriculums in the qualification Cambridge
Secondary 2 for learners aged 14-16 years. There are many goals which have been
established in the Cambridge curriculum in order to equip Cambridge learners to
confident, innovative, and responsible and engaged. The curiosity to investigate
on which goals and skills in Cambridge IGCSE curriculum are promoted in
learning latent heat topic become point to discuss in this research. In the
curriculum, the skills should be achieved has been listed. In an attempt to be
accordance with what expected in the curriculum, teachers should have a strategy
for teaching in order to lead their students to acquire those skills expected in the
curriculum. The next point in this research which is interesting to examine is
about the teaching strategy used.
Teaching strategy is a tactic, strategy or plan to use in teaching to allow
students to have access to the information being taught. It is one of the most
effective means of helping students in learning (McNamara, 2009). The following
is brief descriptions of the instructional strategies which are classified into four
categories, i.e. direct instruction, indirect instruction, interactive instruction and
individual instruction.
According to McGrawHill Education Website, direct Instruction is a teacherdirected instructional method where everything is taught until it is fully
understood. It is highly teacher centered which involving large amounts of teacher
talk, questions and answers. Pearson (2010) states that teacher conducts
immediate correction on student errors in this type of instructional strategies.
Finally, facts, rules, and action sequences are passed on to students and every
concept is reviewed thoroughly to ensure mastery. Indirect Instruction is
instruction strategies which tend student centered. In this instruction, students are
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highly involved in learning process and it presses responsibility for learning on
the student (Jahr and Dr. Wysocki, 2011). However, it does not mean in this
instruction the role of teacher is negligible. The role of teacher is still being
required, but it shifts from lecturer / director to facilitator, supporter, and resource
person.
Interactive instruction is instruction strategies which employs groups of
learners. It relies on discussion and sharing among participants. Students are
invited to participate in the conversation during discussion. Students can learn
from peers and teachers. In this framework, both students and teachers are central
to process. Teachers are responsible for planning, teaching, and facilitating
sequences integrated with technology, meanwhile students are responsible for
constructing and demonstrating knowledge as well as collaborating with peers to
create knowledge (Sessoms, 2008). Other category is individual instruction.
Individual instruction is instructional methods that refer to independent learning.
It encourages students to take responsibility for planning and pacing their own
learning. The instructional process is conducted to foster the development of
individual student initiative, self-reliance, and self-improvement which has
purpose to enhance individual potential.
According to information described above, this research will examine
whether the teaching strategies used by teachers who are teaching the Cambridge
IGCSE syllabus in latent heat topic reflect efforts in achieving compliance of the
goals contained in the curriculum. Using the case study method, it will examine
how the curriculum objectives reflected in the learning process at one
international school in Tangerang that applies Cambridge IGCSE as the school
curriculum.
B. Research Problem
Based on the background described in advance, the question represents an
overview of the research issues is: “does teaching strategies used in latent heat
topic reflect efforts in achieving compliance of the goals contained in the
curriculum?”
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The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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1. Research Questions
The research problem focuses on three specific aspects as the following
research questions:
a. Which goals in Cambridge IGCSE curriculum are promoted in learning
latent heat topic?
b. Which skills and competencies should learners acquire through
Cambridge IGCSE curriculum in learning latent heat topic?
c. How does the teacher organize content of latent heat topic?
d. What kind of strategies used while teaching latent heat topic in an effort
to achieve compliance of the goals contained in Cambridge IGCSE
curriculum?
C.
Aims of Study
This study has three objectives as follows:
a. To analyze which goals in Cambridge IGCSE curriculum are promoted
in learning latent heat topic?
b. To analyze which skills and competencies should learners acquire
through Cambridge IGCSE curriculum.
c. To analyze how the teacher organize content of latent heat topic.
d. To analyze kind of strategies used while teaching latent heat topic in an
effort to achieve compliance of the goals contained in Cambridge
IGCSE curriculum
D. Limitation of Research
The limitations of this research are:
a. This research is limited to physics a teacher who are teaching
Cambridge IGCSE at one international school in Tangerang that
implements Cambridge IGCSE curriculum.
b. The research was taken at the first meeting of the topic.
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c. The students’ characteristic (lower, medium or high achiever) is not
specified.
E. Significance of Study
This research will yield useful information for:
1. Prospective Teacher
Prospective teachers (physics teachers in particular) who want to apply
to school-based Cambridge curriculum; this research will be helpful in
terms of seeking information regarding teaching strategies used in
learning. So it would be easier to adapt in conducting appropriate
teaching which is demanded by the schools.
2. Teachers in General
This research is useful for teachers in general to know what teachingstrategy supports are provided by CIE. Through this research, teachers
also can take advantages to know the physics teaching strategies are
implemented by using Cambridge curriculum.
3. Researcher
This research can also be used as a reference for future research in area
of investigating the gap between intention and its implementation of
Cambridge IGCSE curriculum. Furthermore it is also aimed for
contributing to theory in the domain of educational research.
4. Policy Makers
For policy makers, this research is also useful in term of sharing
knowledge to inform in decision making and policy development in the
domain of education. It is also as an expectation in contributing to
improve the quality of education.
Euis Umi Kulsum, 2013
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Latent Heat Topic
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CHAPTER III
RESEARCH METHODOLOGY
A. Conceptual Framework
In this study, the research was undergone in order to examine and describe
the issues concerning whether the teaching strategies used by teacher who is
teaching the Cambridge IGCSE syllabus in latent heat topic reflect efforts in
achieving compliance of the goals contained in the curriculum is discussed in this
research. In an effort to get the picture, all instruments were deployed as a tool to
get the data. In this study each instrument was made to be used in capturing the
data needed to answer the three research questions.
B. Operational Definition
Operational definition is a definition which gives meaning to a term related
research, thus leads to a common perception. The followings are descriptions of
terms included in this research. This is intended to avoid misperception in
interpreting some terms related to the title of research, The Implementation of
Physics Teaching Strategies which Refers to Cambridge IGCSE Curriculum in
Latent Heat Topic: A Case Study of an International School in Tangerang.
1. Teaching Strategies
Teacher plays an important role as a figure in which students is depending on
them in establishing the learning process in classroom. There are a lot of
interpretations of teaching. One of them is like proposed by Gurney (2007)
which states that teaching is far more than simply transferring information. It
is the engaging of minds to seek out answers. Meanwhile, Gray (2009)
conveys idea that strategy is about directing and using something to achieve a
selected purpose. From that definition, in this study the meaning of teaching
strategies is more concerned on planning how physics teachers deal with
teaching and learning in physics lesson (latent heat topic) and how they draw
up plans to engage students in the learning process.
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2. Implementation
Implementation is attempts to translate the intended into practice
(Diepenbroek, 2007). Refers to that definition, the implementation in this
research concerns to the realization of idea or process in applying strategies
and plans which are written in IGCSE curriculum in order to accomplish the
objectives and goals.
3. IGCSE Curriculum
IGCSE (International General Certificate of Secondary Education) curriculum
in school is designed by the school itself with the help of Cambridge IGCSE
to build a relevant curriculum for individual needs. The curriculum can be
built around the core subject groups of mathematics, science and English.
Each core subject has a range of alternative syllabuses to suit each student
(Cambridge IGCSE, 2011). From the information described, what is meant
by IGCSE curriculum in this research concerns to the content of the
curriculum such as design, planning and delivery. And it will be more
focused on Cambridge IGCSE physics syllabus code 0625.
4. Case Study
Yin (Rowley, 2002: 18) states that a case study is empirical inquiries that
investigate contemporary phenomena within its real life. In other word case
study is one of research that examines phenomena in order to try and
understand what happened and why. In this research it refers to identification
and description an actual situation regarding is the selected teaching strategies
used reflect efforts in achieving compliance of the goals contained in the
curriculum.
5. International School
International school is loosely defined as a school that promotes interbational
education, in an international environment, either by adopting an international
curriculum, or by following a national curriculum different from that of the
country the school is located in (Wikipedia, 2013). International school in this
research is one international school which implements the Cambridge
curriculum.
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C. Subject of Study
This research involved physics teacher who is teaching the Cambridge
IGCSE syllabus in one international school located in Tangerang, as a source of
information research.
D. Sampling Technique
Concerning to the research explanations which have been described in the
previous, this research will require information regarding whether the teaching
strategies used by teachers who are teaching or the Cambridge IGCSE syllabus in
latent heat topic reflect efforts in achieving compliance of the goals contained in
the curriculum. The technique used in the appointment of research sample is
purposive
sampling
technique.
According
to
Rizkya,
Rudiyanti,
and
Muskananfola (2012), it is a technique in which the samples were taken with an
intention or a certain purpose i.e. to get information directly from physics teacher
about the undertaken teaching strategies in latent heat topic while implementing
the Cambridge IGCSE.
E. Research Method
The research method used is qualitative method. Musfiqon (2012) stated the
characteristic of qualitative is having non-numbers data. The type of data can be
in form of sentence, statement, document, etc. which are analyzed qualitatively.
And it does not utilize the statistics in analyzing research data.
F. Research Design
A qualitative research design used in this study is Case Study. Case study
design is an approach that more appropriate to be used to examine the single fact
that has not been much going on in the community (Musfiqon, 2012). The case
being studied in this research is physics teaching strategies in the implementation
of the Cambridge IGCSE. The data is only based on the facts that occurred and
not be manipulated. It is also accordance to Jennifer Rowley (2002) that case
study research is also good for contemporary events when the relevant behavior
cannot be manipulated.
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G. Data Collection Technique
According to Musfiqon (2012) technique of collecting data should be
adjusted to the type of data desired in the research to determine whether the
predicted outcomes are evident. The data which are desired to obtain in this
research is all information regarding goals contained in Cambridge IGCSE
curriculum, skills and competencies should learners acquire through it, how
teacher organizes content and kind of strategies used in delivering topic.
Those are collected by doing video recording of lesson in topic latent heat,
interview (conducting interviews according to the interview guidelines), analyzing
document (examining some documents to acquire information and strengthen the
existing data) and also distributing questionnaires. Those activities are used as
data collection techniques in this study to obtain the data of research. The
procedure while collecting data research will be described further in the Research
Procedure point Data Collection Stage.
Table 3.1 below presents the techniques used in obtaining information to
answer the four research questions.
Table 3.1Techniques Used to Answer the Research Questions in the Study.
Techniques Used
Goals in
Cambridge
IGCSE
curriculum
which are
promoted in
learning latent
heat
Skills and
competencies
should learners
acquire through
Cambridge
IGCSE
curriculum
Recording
video of
lesson
Interview Questionnaire
Document
analysis
–
Subject of Study
Physics teacher who are teaching the
Cambridge IGCSE syllabus
Aspects Studied
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Techniques Used
Recording
video of
lesson
Organizing
content by
teacher
Kind of
strategies used
Interview Questionnaire
–
Document
analysis
Subject of Study
Physics teacher who
are teaching the
Cambridge IGCSE
syllabus
Aspects Studied
H. Instruments
The tools used to obtain the data and information needed in answering the
research problem is called as research instruments. In developing instruments
certainly it should be related to the type of data desired (M. Musfiqon, 2012). In
this study, the instruments were made to be used in capturing the data needed to
answer the four research questions and used to gain the required information for
answering those research questions. Those instruments are:
1. Video Recording
Yin (2003) stated observation can be so valuable if considering photographs.
In this research, video recording of instructional process in latent heat topic is
used to obtain information about goals in Cambridge IGCSE curriculum which
are promoted in learning latent heat, organizing content by teacher, kind of
strategies used in delivering latent heat concept. Concerning not every school
allows recording during the lesson, so the use of video recording should be
based on permission from the school.
2. Interview Guide and Recording Devices
Interview guide was used while conducting the interview. So that the path
of interviews becomes clear in directing to the information sought. Meanwhile,
the recording device is as a matter of personal preference. Even Yin (2003)
suggested audiotapes, because it certainly provides a more accurate rendition of
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any interviews than any other methods. These instruments are intended to
obtain information for answering research question 1, 2, and 4 regarding goals
in Cambridge IGCSE curriculum which are promoted, skills and competencies
should learners acquire and kind of strategies used.
3. Questionnaires
According to Musfiqon (2012) questionnaires are a number of questions
which are arranged systematically to be responded by the source of research
data (respondent). This instrument was intended to obtain information including
goals in Cambridge IGCSE curriculum which are promoted in learning latent
heat, skills and competencies should learners acquire through Cambridge
IGCSE curriculum, content organized by teacher and kind of strategies used.
This information was proposed to answer those four research questions.
4. Documents
The documentary information is likely to be relevant to every case study
topic. It plays an explicit role in any data collection in doing case studies (Yin,
2003). Yin also stated that document corroborates and augments evidence from
other sources. It can be used to acquire information and strengthen the existing
data. The document which was examined in this research is any documents in
case can provide the information to answer the research question 1, 2, 3 and 4.
In particular it is purposed to identify goals in Cambridge IGCSE curriculum
which are promoted in learning, and skills and competencies should learners
acquire through the curriculum. And other documents can also be used to
identify how teacher organizes the content as well as the teaching strategies
used in order to be in line with what expected in the curriculum.
Instruments which have been developed are not directly usable. So it is
necessary to test the validity and reliability to determine whether an instrument is
valid and reliable (M. Musfiqon, 2012). According to Yin (2003) there are four
tests to establish the quality and which are relevant to case studies i.e. construct
validity, internal validity, external validity, and reliability. The procedure in
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testing the instruments will be described further in the Research Procedure point
Test Validity and Reliability.
I. Research Procedures
The following is the explanation on how the steps were taken when
undergoing the research. And these steps are divided into three stages as described
below. Diagram 3.1 presents the flow of steps taken during undergoing research.
1. Preliminary Stage
In this stage, the activity was focusing on determining topic, arranging
proposal, managing permission, determining subject of study and designing
instruments. The followings are descriptions on how the activities done in this
stage:
a. Doing literature study
It was done to develop the basic theory used in doing research such as gaining
the accurate theory behind the research, looking for the appropriate method and
any related information of the research. That information was obtained from latest
journals, books, articles, CIE website and other resources.
b. Discussing idea of research
It is done by consulting with lectures, discussing with teachers and peers, as
well as realizing the circumstances which influences the possibility of research to
carry out. It discusses the topics and issues that will be raised in the study, as well
as formulating of research problems.
c. Constructing research proposal
It is as an initial step in proposing the research plan and as an early attempt to
convince idea to get a study permit.
d. Managing permission
This is done by submitting a proposal which has been presented previously,
to one international school located in Tangerang as a request for permission to
conduct and collect research data at that school.
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e. Determining subject of study
It is done by conducting field survey to obtain prior information related to
research, then discussing with the parties concerned. It is purposed to have
description regarding subject of study as an information resource in this research.
f. Constructing and justifying instruments
As it has been mentioned, an instrument needs to be tested before using. In
this research, the instruments construction was adjusted to the type of data
required to facilitate in the process of analyzing data. Meanwhile for instruments
justification several steps were performed, and the descriptions are presented
below.
g. Test validity and reliability
Judging the quality of instrument can be done according to certain logical
test. There are four tests considered to be relevant to case studies; those are
construct validity, internal validity, external validity, and reliability (Yin, 2003).
1) Construct validity
According to Kidder & Judd (Yin, 2003: 34) construct validity is
establishing the correct operational measures for the concepts being studied.
There are two steps that must be completely done to meet the test of construct
validity (Yin, 2003), firts is select the specific types of subjects to be studied
and relate them to the original objectives of the study. In this study there are four
specific subjects to be studied; those are goals in Cambridge IGCSE curriculum
which are promoted in learning latent heat, skills and competencies should
learners acquire through Cambridge IGCSE curriculum, content organized by
teacher and kind of strategies used. Second, demonstrate that the selected
measures of the subjects under study indeed reflect the specific subjects that
have been selected. The selected measures which are convinced to reflect it are
doing recording the video of lesson, analyzing document, conducting interview
and distributing questionnaires.
Yin (2003) stated there are three tactics which available to increase construct
validity when doing case study. The first is the use of multiple source of
evidence, using many different sources of evidence to explain one subject in data
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collection. This step is also done in this research. It can be seen again in Table
3.1, where each component of research questions uses the four instruments to
answer. A second tactic is to establish a chain of evidence, allowing external
observer to follow the derivation of any evidence – ranging either from initial
questions to conclusion, or from conclusions back to initial research questions.
And the third tactic is to have the draft case study report reviewed by key
informants; the draft report is reviewed not just by peers but also by the
participants and informants in the case. The two steps of construct validity test
are met in this study. This contributes positive to the validity.
2) Internal validity
According to Yin (2003) internal validity is only concern for causal case
studies, in which an investigator is trying to determine whether even x led to even
y. He also stated that this logic is inapplicable to case studies, which are not
concerned with making causal claims. In case studies the interference is made
from some earlier occurrence, based on interview or documentary evidence
collected as part of case study. Nevertheless a research design that has
anticipations towards questions in making interferences has begun to deal with
internal validity. Four tactics in conducting internal study according to Yin (2003)
are pattern matching, explanation building, addressing rival explanations, and
using logic models.
3) External validity
According to Kidder & Judd (Yin, 2003), external validity is establishing the
domain to which a study’s findings can be generalized. Case studies rely on
analytical generalization, in which the investigator is striving to generalize a
particular set of result to some broader theory (Yin, 2003). In generalizing the
finding of this study, it must be tested by repeating it in a second or other topics
and the same result of finding should occur. Since this is the first study, so the
external validity of this study can be considered low.
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4) Reliability
Kidder & Judd (Yin, 2003) states reliability is demonstrating that the
operations of a study such as the procedure of data collection can be repeated and
produce the same result. The instrument should be repeatable to ensure it deals
with the reliability. The purpose of reliability is to minimize the errors and biases
in study (Yin, 2003). In this study, the reliability is probably low because the poor
timing and duration of this research in repeating the instrument. The remarks of
the four tests for quality of instruments in this research are given in table 3.2.
Table 3.2 Remarks of the Quality of Research Instruments
Test validity
Degree
Construct validity
High
Internal validity
Low
External validity
Low
Reliability
Low
h.
Analyze the results of testing
After the instruments are tested for its validity and reliability, the result of
testing is analyzed based on certain criteria. And then it is sorted to obtain set of
instruments that fulfill the criteria only. According to U.S. General Accounting
Office (Yin, 2003), there are four criteria which are commonly used to establish
the quality of research i.e. trustworthiness, credibility, conformability and data
dependability.
i. Consult with lecturer or expert
Consult with lecturer or expert is very important to help us in constructing an
appropriate instrument of research.
j. Make revision
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2. Data Collection Stage
Data collection stage is the stage at which the data collecting process began.
The activity focuses on conducting the data collection techniques through
implementing the instruments as well as analyzing documents. These all are done
in purpose to collect data which can be used as evidences to answer the research
problem. The activities done in this stage are:
a. Analyzing documents
Analyzing documents is done because it has values in any data collections
in doing case studies (Yin, 2003). First, it is helpful in verifying the correct
information that might have mentioned in an interview. In this study the
information that will be verified is regarding goals in Cambridge IGCSE
curriculum which are promoted in learning, and skills and competencies should
learners acquire through the curriculum, how teacher organizes the content as
well as the teaching strategies used in order to be in line with what expected in
the curriculum. Second, documents can provide other specific detail to justify
information which was obtained from interview, questionnaire or observation.
And the third, an inference can be drawn from/based on documents. Yin (2003)
stated that in analyzing documents, it is needed to identify research objectives,
so that the analysis will be more appropriate in interpreting the contents of the
evidence.
Substantively, analyzing documents have been done in the preliminary
stage in point of doing literature study. But in this stage it is done more
specifically by exploring the content of Cambridge IGCSE Physics syllabus
code 0625 to have identification and verification regarding goals in Cambridge
IGCSE curriculum which are promoted in learning, and skills and competencies
should learners acquire through the curriculum. And other documents is used to
identify how teacher organizes the content as well as the teaching strategies
used. In this study, the documents used are lesson plan, Cambridge IGCSE, CIE
official website and Cambridge IGCSE Physics syllabus code 0625, etc. It is
purposed to answer research question 1, 2, 3 and 4.
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b. Implementing research instruments
The research instruments are implemented in this stage. The implementation
techniques of instrument depend on techniques of collecting data. The further
descriptions are discussed below:
1) Recording video of lesson
It was done by recording the performance of the physics teachers in latent
heat topic. It is intended to describe in details the description of goals in
Cambridge IGCSE curriculum which are promoted in learning latent heat,
organizing content by teacher, kind of strategies used in delivering latent heat
concept.
2) Conducting interview
Interviews are essential sources of case study information; it is helping to
identify other relevant sources of evidence (Yin, 2003). According to Musfiqon
(2012) the use of interview technique is intended to construct thoughts, events,
perceptions, experiences and opinions about the issue of research. This is done
through interactive communication with the subject of research to get
information desired. There are three types of interview according to Yin (2003),
i.e. open-ended nature, focused interview, structure questions. The type of
interview which has been conducted in this study is open-ended nature. The
respondent was asked regarding goals in Cambridge IGCSE curriculum which
are promoted, skills and competencies should learners acquire and kind of
strategies used. In open-ended nature the respondent can be asked to propose
his or h
STRATEGIES REFERS TO CAMBRIDGE IGCSE
CURRICULUM IN LATENT HEAT TOPIC
A Case Study of One International School in Tangerang
Research Paper
Submitted as fullfilment of the requirement
to obtain the degree of Sarjana Pendidikan in International Program on Science
Education
Prepared by:
Euis Umi Kulsum
0902165
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION
FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
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AUTHORIZATION
THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES
REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT
TOPIC
A Case Study of one International School in Tangerang
by:
Euis Umi Kulsum
Registration Number: 0902165
Approved and authorized by:
First Supervisor
Dr. Agus Setiabudi, M.Si.
NIP: 196808031992031002
Second Supervisor
Dr. Yayan Sanjaya, M.Si.
NIP: 197112312001121001
Head of Study Program of International Program on Science Education
Dr. Diana Rochintaniawati, M.Ed.
NIP: 196709191991032001
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DECLARATION OF ORIGINALITY
I, the undersigned, hereby declare that this research paper which entitled
“THE
IMPLEMENTATION
OF
PHYSICS
TEACHING
STRATEGIES REFERS TO CAMBRIDGE IGCSE CURRICULUM
IN LATENT HEAT TOPIC” is entirely the result of my own work where all
sources have been properly acknowledged and the research paper contains no
plagiarism. Accordingly, I shall be solely responsible for taking penalty as the
case of any action against this statement.
Bandung, August 2013
Euis Umi Kulsum
Euis Umi Kulsum, 2013
The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
i
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perpustakaan.upi.edu
THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES
REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT
TOPIC
ABSTRACT
This study was conducted in an attempt to provide a description in relation to
the strategies of teaching which is conducted while running Cambridge IGCSE
(International General Certificate of Secondary Education) curriculum. The
investigation was carried out in one international school which applies Cambridge
curriculum located in Tangerang. This study involved physics teacher at IGCSE
level who are teaching Cambridge IGCSE syllabus, as a source of information
research. Case study as one of qualitative method is undertaken in order to
examine and describe the issues concerning whether the teaching strategies used
by teacher who is teaching the Cambridge IGCSE syllabus in latent heat topic
reflect efforts in achieving compliance of the goals contained in the curriculum. In
an effort to get the picture, all the five instruments constructed were deployed as a
tool in capturing the data needed to answer those four research questions. The
research findings shows that in practice, although Cambridge has set a goal topic
that is written in a syllabus, but it is allowable for teacher to develop the
objectives of lesson which still refers to the objectives written in the syllabus.
Direct instructions and hands-on activities which were used in the classroom as
teaching strategies reflect efforts in achieving compliance of the goals contained
in the curriculum. It can be seen by the simple demonstration shown at the
beginning of lesson to equip students to acquire skills and competencies which are
emphasized in the curriculum.
Keywords: Curriculum Implementation, Cambridge IGCSE, Teaching Strategies.
.
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THE IMPLEMENTATION OF PHYSICS TEACHING STRATEGIES
REFERS TO CAMBRIDGE IGCSE CURRICULUM IN LATENT HEAT
TOPIC
ABSTRAK
Penelitian ini dilakukan dalam upaya memberikan gambaran yang terkait dengan
strategi pengajaran yang dilakukan saat menjalankan kurikulum Cambridge
IGCSE (International General Certificate of Secondary Education). Penyelidikan
dilakukan di salah satu sekolah internasional yang menerapkan kurikulum
Cambridge sebagai kurikulum sekolahnya. Penelitian ini melibatkan guru fisika
yang sedang mengajar Cambridge IGCSE silabus, sebagai sumber informasi
penelitian. Studi kasus sebagai salah satu metode kualitatif dilakukan dalam upaya
mempelajari dan mendeskripsikan isu-isu mengenai apakah strategi pengajaran
yang digunakan oleh guru yang mengajar Cambridge IGCSE silabus dalam topik
panas laten mencerminkan adanya upaya dalam mencapai kesesuaian tujuan yang
terkandung dalam kurikulum. Dalam upaya mendapatkan gambaran informasi,
kelima instrumen dikerahkan sebagai alat dalam menggarap data yang diperlukan
untuk menjawab pertanyaan-pertanyaan penelitian. Hasil penelitian menunjukkan
bahwa dalam prakteknya, meskipun Cambridge telah menetapkan tujuan pada
setiap topik yang tertulis dalam silabus, guru diperkenankan untuk
mengembangkan tujuan pembelajaran namun masih mengacu pada tujuan yang
tercantum dalam silabus. Direct instructions and hands-on activities yang
digunakan di dalam kelas sebagai strategi pengajaran merefleksikan upaya dalam
mencapai kesesuaian tujuan yang terkandung dalam kurikulum. Hal ini dapat
dilihat pada demonstrasi sederhana yang ditunjukkan pada awal pelajaran dalam
membekali para siswa untuk memperoleh keterampilan dan kompetensi yang
ditekankan dalam kurikulum.
Kata kunci: Implementasi Kurikulum, Cambridge IGCSE, Strategi Mengajar.
TABLE OF CONTENT
AUTHORIZATION.................................................................................................
DECLARATION OF ORIGINALITY..................................................................
i
PREFACE...............................................................................................................
ii
ACKNOWLEDGMENT........................................................................................
iii
ABSTRACT...........................................................................................................
iv
TABLE OF CONTENT...........................................................................................
v
LIST OF TABLES................................................................................................... viii
LIST OF FIGURES................................................................................................. ix
LIST OF APPENDIX................................................... ........................................
x
CHAPTER I: INTRODUCTION
1
A. Background...............................................................................................
B. Research Problem.....................................................................................
1. Research Question.........................................................................
C. Aims of Study.....................................................................................
D. Limitation of Research............................................................................
E. Significance of Study..............................................................................
1. Prospective Teacher.....................................................................
2. Teachers in General.....................................................................
3. Researcher...................................................................................
4. Policy Makers..............................................................................
1
3
4
4
4
5
5
5
5
5
CHAPTER II: THEORETICAL FRAMEWORK.................................................
6
A.
B.
C.
D.
Curriculum Implementation.................................................................
Cambridge Curriculum..............................................................................
Cambridge IGCSE.................................................................................
Teaching Strategies....................................................................................
1. Direct Instruction...........................................................................
2. Indirect Instruction.........................................................................
3. Interactive Instruction....................................................................
4. Individual Instruction.....................................................................
6
9
12
16
17
20
21
22
CHAPTER III: RESEARCH METHODOLOGY.................................................
25
A. Conceptual Framework.............................................................................
B. Operational Definition.............................................................................
25
25
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C.
D.
E.
F.
G.
H.
Subject of Study..............................................................................
Sampling Technique.........................................................................
Research Method ....................................................................................
Research Design...............................................................................
Data Collection Technique................................................................
Instruments......................................................................................
1. Video Recording............................................................................
2. Interview Guide and Recording Devices........................................
3. Questionnaires..............................................................................
4. Documents...................................................................................
I. Research Procedures...........................................................................
1. Preliminary Stage..........................................................................
a. Doing literature study..............................................................
b. Discussing idea of research.....................................................
c. Constructing research proposal..................................................
d. Managing permission....................................................................
e. Determining subject of study.......................................................
f. Constructing and justifying instruments...................................
g. Test validity and reliability..........................................................
1) Construct validity.................................................................
2) Internal validity....................................................................
3) External validity........................................................................
4) Reliability...............................................................................
h. Analyze the results of testing...................................................
i. Consult with lecturer or expert....................................................
j. Make revision..............................................................................
2. Data Collection Stage.........................................................................
a. Analyzing documents.................................................................
b. Implementing research instruments.........................................
1) Recording video of lesson.........................................................
2) Conducting interview................................................................
3) Distributing questionnaire..........................................................
3. Final Stage...................................................................................
c. Analyzing data............................................................................
d. Drawing conclusion......................................................................
e. Constructing report......................................................................
J. Data Analysis Technique..........................................................................
27
27
27
27
28
29
29
29
30
30
31
31
31
31
31
31
32
32
32
32
33
33
34
34
34
34
35
35
36
36
36
36
37
37
37
37
39
CHAPTER IV: FINDINGS AND DISCUSSION.................................................
40
A. Goals Contained in Cambridge IGCSE Curriculum...............................
B. Skills and Competencies Should Learners Acquire in Cambridge
IGCSE Curriculum..................................................................................
C. Description on Topic Organization in Latent Heat Topic.........................
1. Content Organization....................................................................
40
vi
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51
51
a. Lesson Objective......................................................................
b. Topic Involved..........................................................................
c. Learning Procedure.....................................................................
D. Teaching Strategies Used in Latent Heat Topic.......................................
1. The Familiarity of the Respondent to Teaching Strategies..............
2. Typical Teaching Strategies Performed by Respondent.....................
3. Reasons towards Teaching Strategies Taken.....................................
4. Objectives in Cambridge Syllabus and Objectives in Instructional
Process in Classroom..........................................................................
5. Objectives in Cambridge Syllabus and the Instructional Process in
Classroom.............................................................................................
6. Description on Factors Influence Teaching Strategies...................
a. Teacher philosophy.................................................................
b. Teachers’ Background and Experience...................................
c. Students’ Characteristics.........................................................
d. School Demands or Environment..............................................
e. Teacher collegiality...................................................................
f. Students' Needs......................................................................
g. Time Allocation.....................................................................
51
52
53
54
54
55
56
CHAPTER V: CONCLUSION AND RECOMMENDATION.............................
74
74
75
76
79
A. Conclusions...............................................................................................
B. Recommendations......................................................................................
References..............................................................................................................
Appendix ...............................................................................................................
vii
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59
63
66
67
69
71
71
72
72
CHAPTER I
INTRODUCTION
A. Background
Currently the appearances of schools which are labeled as an international
school become its own phenomenon in Indonesia. An international school was
initially organized to meet the needs of education for foreign children who live in
Indonesia. It was provided to serve the children of expatriate business people,
diplomatic families and the wealthy parents who wanted to prepare their children
for overseas college education (Vietnam news, 2012). International schools were
typically identical with the use of curriculum and language of instruction that has
been recognized globally. Usually the adopted curriculum is the curriculum that
was accredited abroad or has gained worldwide recognition, such as International
Baccalaureate (IB) and Cambridge curriculum (CIE).
Curriculum is one of the important aspects in education which determines the
direction and become the benchmark of educational objectives. This is probably
the reason why many people state that curriculum has a central position in any
educational efforts. Meanwhile, regarding the function of curriculum, Kartika
(2010) has her own opinion that it may depend on the school. Each school has
their stated objectives and those are listed in the curriculum.
As we all know there are two strikingly different types of schools i.e. national
school and international school. They both have curriculum as a fundamental of
an educational institution. In addition to the language of instruction that made the
difference in the two schools, the curriculum adopted by them is also different.
International school adopts educational standards of country that has certain
advantages in the area of education. In other word, the curriculum used has
worldwide recognition. Therefore, it is believed the graduates have the ability of
international competitiveness (Hidayat, 2011). From many international schools in
Indonesia, there is also one international school which is located in Tangerang
that applies Cambridge Curriculum (CIE) as the school curriculum.
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Each curriculum contains a number of objectives to be achieved which
basically it is purposed to prepare students to have capabilities for their life.
Cambridge International Examinations (CIE) is the world’s largest provider of
international education programs. It provides four stages of qualifications for 5–
19 year olds. And Cambridge IGCSE (International General Certificate of
Secondary Education) is one of curriculums in the qualification Cambridge
Secondary 2 for learners aged 14-16 years. There are many goals which have been
established in the Cambridge curriculum in order to equip Cambridge learners to
confident, innovative, and responsible and engaged. The curiosity to investigate
on which goals and skills in Cambridge IGCSE curriculum are promoted in
learning latent heat topic become point to discuss in this research. In the
curriculum, the skills should be achieved has been listed. In an attempt to be
accordance with what expected in the curriculum, teachers should have a strategy
for teaching in order to lead their students to acquire those skills expected in the
curriculum. The next point in this research which is interesting to examine is
about the teaching strategy used.
Teaching strategy is a tactic, strategy or plan to use in teaching to allow
students to have access to the information being taught. It is one of the most
effective means of helping students in learning (McNamara, 2009). The following
is brief descriptions of the instructional strategies which are classified into four
categories, i.e. direct instruction, indirect instruction, interactive instruction and
individual instruction.
According to McGrawHill Education Website, direct Instruction is a teacherdirected instructional method where everything is taught until it is fully
understood. It is highly teacher centered which involving large amounts of teacher
talk, questions and answers. Pearson (2010) states that teacher conducts
immediate correction on student errors in this type of instructional strategies.
Finally, facts, rules, and action sequences are passed on to students and every
concept is reviewed thoroughly to ensure mastery. Indirect Instruction is
instruction strategies which tend student centered. In this instruction, students are
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highly involved in learning process and it presses responsibility for learning on
the student (Jahr and Dr. Wysocki, 2011). However, it does not mean in this
instruction the role of teacher is negligible. The role of teacher is still being
required, but it shifts from lecturer / director to facilitator, supporter, and resource
person.
Interactive instruction is instruction strategies which employs groups of
learners. It relies on discussion and sharing among participants. Students are
invited to participate in the conversation during discussion. Students can learn
from peers and teachers. In this framework, both students and teachers are central
to process. Teachers are responsible for planning, teaching, and facilitating
sequences integrated with technology, meanwhile students are responsible for
constructing and demonstrating knowledge as well as collaborating with peers to
create knowledge (Sessoms, 2008). Other category is individual instruction.
Individual instruction is instructional methods that refer to independent learning.
It encourages students to take responsibility for planning and pacing their own
learning. The instructional process is conducted to foster the development of
individual student initiative, self-reliance, and self-improvement which has
purpose to enhance individual potential.
According to information described above, this research will examine
whether the teaching strategies used by teachers who are teaching the Cambridge
IGCSE syllabus in latent heat topic reflect efforts in achieving compliance of the
goals contained in the curriculum. Using the case study method, it will examine
how the curriculum objectives reflected in the learning process at one
international school in Tangerang that applies Cambridge IGCSE as the school
curriculum.
B. Research Problem
Based on the background described in advance, the question represents an
overview of the research issues is: “does teaching strategies used in latent heat
topic reflect efforts in achieving compliance of the goals contained in the
curriculum?”
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1. Research Questions
The research problem focuses on three specific aspects as the following
research questions:
a. Which goals in Cambridge IGCSE curriculum are promoted in learning
latent heat topic?
b. Which skills and competencies should learners acquire through
Cambridge IGCSE curriculum in learning latent heat topic?
c. How does the teacher organize content of latent heat topic?
d. What kind of strategies used while teaching latent heat topic in an effort
to achieve compliance of the goals contained in Cambridge IGCSE
curriculum?
C.
Aims of Study
This study has three objectives as follows:
a. To analyze which goals in Cambridge IGCSE curriculum are promoted
in learning latent heat topic?
b. To analyze which skills and competencies should learners acquire
through Cambridge IGCSE curriculum.
c. To analyze how the teacher organize content of latent heat topic.
d. To analyze kind of strategies used while teaching latent heat topic in an
effort to achieve compliance of the goals contained in Cambridge
IGCSE curriculum
D. Limitation of Research
The limitations of this research are:
a. This research is limited to physics a teacher who are teaching
Cambridge IGCSE at one international school in Tangerang that
implements Cambridge IGCSE curriculum.
b. The research was taken at the first meeting of the topic.
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c. The students’ characteristic (lower, medium or high achiever) is not
specified.
E. Significance of Study
This research will yield useful information for:
1. Prospective Teacher
Prospective teachers (physics teachers in particular) who want to apply
to school-based Cambridge curriculum; this research will be helpful in
terms of seeking information regarding teaching strategies used in
learning. So it would be easier to adapt in conducting appropriate
teaching which is demanded by the schools.
2. Teachers in General
This research is useful for teachers in general to know what teachingstrategy supports are provided by CIE. Through this research, teachers
also can take advantages to know the physics teaching strategies are
implemented by using Cambridge curriculum.
3. Researcher
This research can also be used as a reference for future research in area
of investigating the gap between intention and its implementation of
Cambridge IGCSE curriculum. Furthermore it is also aimed for
contributing to theory in the domain of educational research.
4. Policy Makers
For policy makers, this research is also useful in term of sharing
knowledge to inform in decision making and policy development in the
domain of education. It is also as an expectation in contributing to
improve the quality of education.
Euis Umi Kulsum, 2013
The Implementation Of Physics Teaching Strategies Refers To Cambridge IGCSE Curriculum In
Latent Heat Topic
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CHAPTER III
RESEARCH METHODOLOGY
A. Conceptual Framework
In this study, the research was undergone in order to examine and describe
the issues concerning whether the teaching strategies used by teacher who is
teaching the Cambridge IGCSE syllabus in latent heat topic reflect efforts in
achieving compliance of the goals contained in the curriculum is discussed in this
research. In an effort to get the picture, all instruments were deployed as a tool to
get the data. In this study each instrument was made to be used in capturing the
data needed to answer the three research questions.
B. Operational Definition
Operational definition is a definition which gives meaning to a term related
research, thus leads to a common perception. The followings are descriptions of
terms included in this research. This is intended to avoid misperception in
interpreting some terms related to the title of research, The Implementation of
Physics Teaching Strategies which Refers to Cambridge IGCSE Curriculum in
Latent Heat Topic: A Case Study of an International School in Tangerang.
1. Teaching Strategies
Teacher plays an important role as a figure in which students is depending on
them in establishing the learning process in classroom. There are a lot of
interpretations of teaching. One of them is like proposed by Gurney (2007)
which states that teaching is far more than simply transferring information. It
is the engaging of minds to seek out answers. Meanwhile, Gray (2009)
conveys idea that strategy is about directing and using something to achieve a
selected purpose. From that definition, in this study the meaning of teaching
strategies is more concerned on planning how physics teachers deal with
teaching and learning in physics lesson (latent heat topic) and how they draw
up plans to engage students in the learning process.
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2. Implementation
Implementation is attempts to translate the intended into practice
(Diepenbroek, 2007). Refers to that definition, the implementation in this
research concerns to the realization of idea or process in applying strategies
and plans which are written in IGCSE curriculum in order to accomplish the
objectives and goals.
3. IGCSE Curriculum
IGCSE (International General Certificate of Secondary Education) curriculum
in school is designed by the school itself with the help of Cambridge IGCSE
to build a relevant curriculum for individual needs. The curriculum can be
built around the core subject groups of mathematics, science and English.
Each core subject has a range of alternative syllabuses to suit each student
(Cambridge IGCSE, 2011). From the information described, what is meant
by IGCSE curriculum in this research concerns to the content of the
curriculum such as design, planning and delivery. And it will be more
focused on Cambridge IGCSE physics syllabus code 0625.
4. Case Study
Yin (Rowley, 2002: 18) states that a case study is empirical inquiries that
investigate contemporary phenomena within its real life. In other word case
study is one of research that examines phenomena in order to try and
understand what happened and why. In this research it refers to identification
and description an actual situation regarding is the selected teaching strategies
used reflect efforts in achieving compliance of the goals contained in the
curriculum.
5. International School
International school is loosely defined as a school that promotes interbational
education, in an international environment, either by adopting an international
curriculum, or by following a national curriculum different from that of the
country the school is located in (Wikipedia, 2013). International school in this
research is one international school which implements the Cambridge
curriculum.
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C. Subject of Study
This research involved physics teacher who is teaching the Cambridge
IGCSE syllabus in one international school located in Tangerang, as a source of
information research.
D. Sampling Technique
Concerning to the research explanations which have been described in the
previous, this research will require information regarding whether the teaching
strategies used by teachers who are teaching or the Cambridge IGCSE syllabus in
latent heat topic reflect efforts in achieving compliance of the goals contained in
the curriculum. The technique used in the appointment of research sample is
purposive
sampling
technique.
According
to
Rizkya,
Rudiyanti,
and
Muskananfola (2012), it is a technique in which the samples were taken with an
intention or a certain purpose i.e. to get information directly from physics teacher
about the undertaken teaching strategies in latent heat topic while implementing
the Cambridge IGCSE.
E. Research Method
The research method used is qualitative method. Musfiqon (2012) stated the
characteristic of qualitative is having non-numbers data. The type of data can be
in form of sentence, statement, document, etc. which are analyzed qualitatively.
And it does not utilize the statistics in analyzing research data.
F. Research Design
A qualitative research design used in this study is Case Study. Case study
design is an approach that more appropriate to be used to examine the single fact
that has not been much going on in the community (Musfiqon, 2012). The case
being studied in this research is physics teaching strategies in the implementation
of the Cambridge IGCSE. The data is only based on the facts that occurred and
not be manipulated. It is also accordance to Jennifer Rowley (2002) that case
study research is also good for contemporary events when the relevant behavior
cannot be manipulated.
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G. Data Collection Technique
According to Musfiqon (2012) technique of collecting data should be
adjusted to the type of data desired in the research to determine whether the
predicted outcomes are evident. The data which are desired to obtain in this
research is all information regarding goals contained in Cambridge IGCSE
curriculum, skills and competencies should learners acquire through it, how
teacher organizes content and kind of strategies used in delivering topic.
Those are collected by doing video recording of lesson in topic latent heat,
interview (conducting interviews according to the interview guidelines), analyzing
document (examining some documents to acquire information and strengthen the
existing data) and also distributing questionnaires. Those activities are used as
data collection techniques in this study to obtain the data of research. The
procedure while collecting data research will be described further in the Research
Procedure point Data Collection Stage.
Table 3.1 below presents the techniques used in obtaining information to
answer the four research questions.
Table 3.1Techniques Used to Answer the Research Questions in the Study.
Techniques Used
Goals in
Cambridge
IGCSE
curriculum
which are
promoted in
learning latent
heat
Skills and
competencies
should learners
acquire through
Cambridge
IGCSE
curriculum
Recording
video of
lesson
Interview Questionnaire
Document
analysis
–
Subject of Study
Physics teacher who are teaching the
Cambridge IGCSE syllabus
Aspects Studied
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Techniques Used
Recording
video of
lesson
Organizing
content by
teacher
Kind of
strategies used
Interview Questionnaire
–
Document
analysis
Subject of Study
Physics teacher who
are teaching the
Cambridge IGCSE
syllabus
Aspects Studied
H. Instruments
The tools used to obtain the data and information needed in answering the
research problem is called as research instruments. In developing instruments
certainly it should be related to the type of data desired (M. Musfiqon, 2012). In
this study, the instruments were made to be used in capturing the data needed to
answer the four research questions and used to gain the required information for
answering those research questions. Those instruments are:
1. Video Recording
Yin (2003) stated observation can be so valuable if considering photographs.
In this research, video recording of instructional process in latent heat topic is
used to obtain information about goals in Cambridge IGCSE curriculum which
are promoted in learning latent heat, organizing content by teacher, kind of
strategies used in delivering latent heat concept. Concerning not every school
allows recording during the lesson, so the use of video recording should be
based on permission from the school.
2. Interview Guide and Recording Devices
Interview guide was used while conducting the interview. So that the path
of interviews becomes clear in directing to the information sought. Meanwhile,
the recording device is as a matter of personal preference. Even Yin (2003)
suggested audiotapes, because it certainly provides a more accurate rendition of
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any interviews than any other methods. These instruments are intended to
obtain information for answering research question 1, 2, and 4 regarding goals
in Cambridge IGCSE curriculum which are promoted, skills and competencies
should learners acquire and kind of strategies used.
3. Questionnaires
According to Musfiqon (2012) questionnaires are a number of questions
which are arranged systematically to be responded by the source of research
data (respondent). This instrument was intended to obtain information including
goals in Cambridge IGCSE curriculum which are promoted in learning latent
heat, skills and competencies should learners acquire through Cambridge
IGCSE curriculum, content organized by teacher and kind of strategies used.
This information was proposed to answer those four research questions.
4. Documents
The documentary information is likely to be relevant to every case study
topic. It plays an explicit role in any data collection in doing case studies (Yin,
2003). Yin also stated that document corroborates and augments evidence from
other sources. It can be used to acquire information and strengthen the existing
data. The document which was examined in this research is any documents in
case can provide the information to answer the research question 1, 2, 3 and 4.
In particular it is purposed to identify goals in Cambridge IGCSE curriculum
which are promoted in learning, and skills and competencies should learners
acquire through the curriculum. And other documents can also be used to
identify how teacher organizes the content as well as the teaching strategies
used in order to be in line with what expected in the curriculum.
Instruments which have been developed are not directly usable. So it is
necessary to test the validity and reliability to determine whether an instrument is
valid and reliable (M. Musfiqon, 2012). According to Yin (2003) there are four
tests to establish the quality and which are relevant to case studies i.e. construct
validity, internal validity, external validity, and reliability. The procedure in
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testing the instruments will be described further in the Research Procedure point
Test Validity and Reliability.
I. Research Procedures
The following is the explanation on how the steps were taken when
undergoing the research. And these steps are divided into three stages as described
below. Diagram 3.1 presents the flow of steps taken during undergoing research.
1. Preliminary Stage
In this stage, the activity was focusing on determining topic, arranging
proposal, managing permission, determining subject of study and designing
instruments. The followings are descriptions on how the activities done in this
stage:
a. Doing literature study
It was done to develop the basic theory used in doing research such as gaining
the accurate theory behind the research, looking for the appropriate method and
any related information of the research. That information was obtained from latest
journals, books, articles, CIE website and other resources.
b. Discussing idea of research
It is done by consulting with lectures, discussing with teachers and peers, as
well as realizing the circumstances which influences the possibility of research to
carry out. It discusses the topics and issues that will be raised in the study, as well
as formulating of research problems.
c. Constructing research proposal
It is as an initial step in proposing the research plan and as an early attempt to
convince idea to get a study permit.
d. Managing permission
This is done by submitting a proposal which has been presented previously,
to one international school located in Tangerang as a request for permission to
conduct and collect research data at that school.
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e. Determining subject of study
It is done by conducting field survey to obtain prior information related to
research, then discussing with the parties concerned. It is purposed to have
description regarding subject of study as an information resource in this research.
f. Constructing and justifying instruments
As it has been mentioned, an instrument needs to be tested before using. In
this research, the instruments construction was adjusted to the type of data
required to facilitate in the process of analyzing data. Meanwhile for instruments
justification several steps were performed, and the descriptions are presented
below.
g. Test validity and reliability
Judging the quality of instrument can be done according to certain logical
test. There are four tests considered to be relevant to case studies; those are
construct validity, internal validity, external validity, and reliability (Yin, 2003).
1) Construct validity
According to Kidder & Judd (Yin, 2003: 34) construct validity is
establishing the correct operational measures for the concepts being studied.
There are two steps that must be completely done to meet the test of construct
validity (Yin, 2003), firts is select the specific types of subjects to be studied
and relate them to the original objectives of the study. In this study there are four
specific subjects to be studied; those are goals in Cambridge IGCSE curriculum
which are promoted in learning latent heat, skills and competencies should
learners acquire through Cambridge IGCSE curriculum, content organized by
teacher and kind of strategies used. Second, demonstrate that the selected
measures of the subjects under study indeed reflect the specific subjects that
have been selected. The selected measures which are convinced to reflect it are
doing recording the video of lesson, analyzing document, conducting interview
and distributing questionnaires.
Yin (2003) stated there are three tactics which available to increase construct
validity when doing case study. The first is the use of multiple source of
evidence, using many different sources of evidence to explain one subject in data
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collection. This step is also done in this research. It can be seen again in Table
3.1, where each component of research questions uses the four instruments to
answer. A second tactic is to establish a chain of evidence, allowing external
observer to follow the derivation of any evidence – ranging either from initial
questions to conclusion, or from conclusions back to initial research questions.
And the third tactic is to have the draft case study report reviewed by key
informants; the draft report is reviewed not just by peers but also by the
participants and informants in the case. The two steps of construct validity test
are met in this study. This contributes positive to the validity.
2) Internal validity
According to Yin (2003) internal validity is only concern for causal case
studies, in which an investigator is trying to determine whether even x led to even
y. He also stated that this logic is inapplicable to case studies, which are not
concerned with making causal claims. In case studies the interference is made
from some earlier occurrence, based on interview or documentary evidence
collected as part of case study. Nevertheless a research design that has
anticipations towards questions in making interferences has begun to deal with
internal validity. Four tactics in conducting internal study according to Yin (2003)
are pattern matching, explanation building, addressing rival explanations, and
using logic models.
3) External validity
According to Kidder & Judd (Yin, 2003), external validity is establishing the
domain to which a study’s findings can be generalized. Case studies rely on
analytical generalization, in which the investigator is striving to generalize a
particular set of result to some broader theory (Yin, 2003). In generalizing the
finding of this study, it must be tested by repeating it in a second or other topics
and the same result of finding should occur. Since this is the first study, so the
external validity of this study can be considered low.
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4) Reliability
Kidder & Judd (Yin, 2003) states reliability is demonstrating that the
operations of a study such as the procedure of data collection can be repeated and
produce the same result. The instrument should be repeatable to ensure it deals
with the reliability. The purpose of reliability is to minimize the errors and biases
in study (Yin, 2003). In this study, the reliability is probably low because the poor
timing and duration of this research in repeating the instrument. The remarks of
the four tests for quality of instruments in this research are given in table 3.2.
Table 3.2 Remarks of the Quality of Research Instruments
Test validity
Degree
Construct validity
High
Internal validity
Low
External validity
Low
Reliability
Low
h.
Analyze the results of testing
After the instruments are tested for its validity and reliability, the result of
testing is analyzed based on certain criteria. And then it is sorted to obtain set of
instruments that fulfill the criteria only. According to U.S. General Accounting
Office (Yin, 2003), there are four criteria which are commonly used to establish
the quality of research i.e. trustworthiness, credibility, conformability and data
dependability.
i. Consult with lecturer or expert
Consult with lecturer or expert is very important to help us in constructing an
appropriate instrument of research.
j. Make revision
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2. Data Collection Stage
Data collection stage is the stage at which the data collecting process began.
The activity focuses on conducting the data collection techniques through
implementing the instruments as well as analyzing documents. These all are done
in purpose to collect data which can be used as evidences to answer the research
problem. The activities done in this stage are:
a. Analyzing documents
Analyzing documents is done because it has values in any data collections
in doing case studies (Yin, 2003). First, it is helpful in verifying the correct
information that might have mentioned in an interview. In this study the
information that will be verified is regarding goals in Cambridge IGCSE
curriculum which are promoted in learning, and skills and competencies should
learners acquire through the curriculum, how teacher organizes the content as
well as the teaching strategies used in order to be in line with what expected in
the curriculum. Second, documents can provide other specific detail to justify
information which was obtained from interview, questionnaire or observation.
And the third, an inference can be drawn from/based on documents. Yin (2003)
stated that in analyzing documents, it is needed to identify research objectives,
so that the analysis will be more appropriate in interpreting the contents of the
evidence.
Substantively, analyzing documents have been done in the preliminary
stage in point of doing literature study. But in this stage it is done more
specifically by exploring the content of Cambridge IGCSE Physics syllabus
code 0625 to have identification and verification regarding goals in Cambridge
IGCSE curriculum which are promoted in learning, and skills and competencies
should learners acquire through the curriculum. And other documents is used to
identify how teacher organizes the content as well as the teaching strategies
used. In this study, the documents used are lesson plan, Cambridge IGCSE, CIE
official website and Cambridge IGCSE Physics syllabus code 0625, etc. It is
purposed to answer research question 1, 2, 3 and 4.
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b. Implementing research instruments
The research instruments are implemented in this stage. The implementation
techniques of instrument depend on techniques of collecting data. The further
descriptions are discussed below:
1) Recording video of lesson
It was done by recording the performance of the physics teachers in latent
heat topic. It is intended to describe in details the description of goals in
Cambridge IGCSE curriculum which are promoted in learning latent heat,
organizing content by teacher, kind of strategies used in delivering latent heat
concept.
2) Conducting interview
Interviews are essential sources of case study information; it is helping to
identify other relevant sources of evidence (Yin, 2003). According to Musfiqon
(2012) the use of interview technique is intended to construct thoughts, events,
perceptions, experiences and opinions about the issue of research. This is done
through interactive communication with the subject of research to get
information desired. There are three types of interview according to Yin (2003),
i.e. open-ended nature, focused interview, structure questions. The type of
interview which has been conducted in this study is open-ended nature. The
respondent was asked regarding goals in Cambridge IGCSE curriculum which
are promoted, skills and competencies should learners acquire and kind of
strategies used. In open-ended nature the respondent can be asked to propose
his or h