Problems Of Integrated Science Learning Towards The Development Of The 2013 Curriculum In Junior High Schools

Abstract

The 2013 curriculum is an advanced curriculum that is different from the previous curriculum, 2013 curriculum science learning requires skills related to the content of science material and science teaching. The rationale for science learning is not only understanding the content of science material (knowing science), but also teaching it (how to teach). The research aims to determine the problems of integrated science learning towards the development of the 2013 curriculum. Data collection was carried out using a qualitative descriptive method. The results of observations that have been carried out through interviews with educators who teach integrated science subjects related to planning, implementation, and evaluation of curriculum development and involving several other main respondents, namely the vice principal for facilities and infrastructure, and the vice principal for curriculum. Problems of integrated science learning towards curriculum development are influenced by several factors, including 1) educators with a percentage of 68.75% in the highest category, 2) supporting resources for integrated science learning with a percentage of 67.5% classified as moderate, and 3) students with a percentage of 65% which is classified as low. Problems in integrated science learning are a concern for everyone involved in the education process both from educators, students and parents.