REVIEW JURNAL THESIS1. Constructing 21st-Century Teacher Education

Judul: Constructing 21st-Century Teacher Education

Penulis: Linda Darling-Hammond

Penerbit, Tahun Terbit: Journal of Teacher Education, Vol. 57, No. X, Month 2006 1-15

Pentingnya pendidikan guru untuk 21st-century

Pendidikan sangat penting bagi individu dan negara. Di antara semua sumber pendidikan, kemampuan guru sangat berkontribusi pada belajar siswa.

Education is increasingly important to the success of both individuals and nations, and growing evidence demonstrates that—among all educational resources—teachers’ abilities are especially crucial contributors to students’ learning.

Tugas para pengajar bertambah. Pengajar tidak hanya menyampaikan dan menyediakan informasi yang berguna tetapi juga mampu mengatasi masalah belajar pada kelompok siswa yang beraneka ragam. Pada beberapa dekade sebelumnya, guru diharapkan mampu menyediakan informasi untuk sekelompok kecil siswa. Namun sekarang, mereka diharapkan mampu menyediakan semua siswa, tidak hanya untuk tahu, untuk higher order thinking dan keterampilan-keterampilan.

The demands on teachers are increasing. Teachers need not only to be able to keep order and provide useful information to students but also to be increasingly effective in enabling a diverse group of students to learn ever more complex material. In previous decades, they were expected to prepare only a small minority for ambitious intellectual work, whereas they are now expected to prepare virtually all students for higher order thinking and performance skills once reserved to only a few.

Dilema pendidikan guru zaman sekarang

Kebanyakan orang dan pembuat kebijakan beranggapan bahwa hampir semua orang mampu mengajar dengan baik. Mereka beranggapan bahwa untuk mengajar setidaknya seseorang mengerti materi pelajaran itu.

Many lay people and a large share of policy makers hold the view that almost anyone can teach reasonably well—that entering teaching requires, at most, knowing something about a subject, and the rest of the fairly simple “tricks of the trade” can be picked up on the job.

Di Amerika, guru yang baru memulai mengajar memasuki kelas yang siswanya sangat beraneka ragam. 25% siswa hidup dalam kemiskinan, 10%-20% siswa memiliki perbedaan belajar yang berbeda, 15% berbicara bahasa selain bahasa Inggris dan 40% siswa adalah kelompok minoritas.

In the classrooms most beginning teachers will enter, at least 25% of students live in poverty and many of them lack basic food, shelter, and health care; from 10% to 20%

have identified learning differences; 15% speak a language other than English as their primary language (many more in urban settings); and about 40% are members of racial/ethnic “minority” groups, many of them recent immigrants from countries with different educational systems and cultural traditions.

Dalam beberapa tahun terakhir, pihak-pihak yang tidak mendukung pendidikan guru meluncurkan program-program yang membuat guru tidak siap. Program-progam seharusnya membangun model yang lebih kuat untuk mencapai persiapan.

In recent years, under pressure from opponents of teacher education and with incentives for faster, cheaper alternatives (see, e.g., U.S. Department of Education, 2002), teacher education as an enterprise has probably launched more new weak programs that underprepare teachers, especially for urban schools, than it has further developed the stronger models that demonstrate what intense preparation can accomplish.

Apa yang membangun pendidikan guru yang kuat

Bagaimana membangun pendidikan guru yang kuat

Koherensi dan integrasi perlu ada pada pendidikan guru. Pelajaran-pelajaran yang ada di universitas didesain berkesinambungan satu sama lain. Sehingga antara teori dan praktek saling koheren.

(Coherence and Integration) In contrast to the many critiques that have highlighted the structural and conceptual fragmentation of traditional undergraduate teacher education programs, course work in highly successful programs is carefully sequenced based on a strong theory of learning to teach; courses are designed to intersect with each other, are aggregated into a well-understood landscape of learning, and are tightly interwoven with

the advisement process and students’ work in schools.

Guru pemula yang sebelumnya mempunyai pengalaman mengajar di kelas lebih mudah memahami teori yang diajarkan di perkuliahan. Calon guru melihat dan memahami bahwa teori dan praktek di lapangan berbeda jika mereka belajar di kelas sekaligus belajar di lapangan.

(Well-Supervised Clinical Experience Linked to Course Work Using Pedagogies That Link Theory and Practice) Many teacher educators have argued that novices who have experience in classrooms are more prepared to make sense of the ideas that are addressed in their academic work and that student teachers see and understand both theory and practice differently if they are taking course work concurrently with fieldwork.

Untuk mewujudkan itu, maka diperlukan kerja sama antara sekolah dengan universitas sebagai penghasil para pengajar. Sangat tidak mungkin mengajarkan calon guru cara mengajar dengan hanya membayangkan saja.

(New Relationships With Schools) It is impossible to teach people how to teach powerfully by asking them to imagine what they have never seen or to suggest they “do the opposite” of what they have observed in the classroom.

2. Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century

Judul: Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century

Penulis: Kyunghee Choi, Hyunju Lee, Namsoo Shin, Sung-Won Kim, Joseph Krajcik

Penerbit, Tahun Terbit: Journal of Research Science Teaching, 2011

Latar belakang

Perkembangan yang luar biasa cepat pada bidang sains, teknologi, dan engineering telah mengakibatkan perubahan kualitas hidup manusia.

The remarkable and rapid advances of science, technology, and engineering have brought about unprecedented changes in the quality of human life.

Untuk mengatasi masalah di suatu negara, warga negaranya perlu memiliki gagasan saintifik, kemampuan intelektual, kreativitas dll. Mereka yang memiliki kemampuan itu kemudian dipandu untuk peduli akan masalah yang muncul di tengah masyarakat. Sehingga mereka dapat membuat keputusan penting untuk mereka dan masyarakat dunia.

How can our world reduce toxic pollutants? To respond to these questions, we need to prepare citizens who have an understanding of scientific ideas, intellectual capabilities, creativity, and reasoning, and to nurture citizens with an awareness and respect of the issues and problems that exist throughout the world so that they can make important environment, health, and social policy decisions for themselves and the global community.

Kerangka yang diteliti ini adalah untuk Korea selatan. Meskipun demikian, peneliti yang

berasal dari negara lain bisa menggunakan kerangka tersebut sebagai refleksi kebutuhan warga negara pada abad 21. Kerangka scientific literacy juga bisa digunakan sebagai panduan pengembangan kurikulum, materi pembelajaran, dll. yang sejalan dengan hal ini.

Although we propose this framework primarily for South Korea, science educators, and researchers from other countries can use this framework to reflect upon what understandings and competencies their citizens need for the 21st century. This framework for scientific literacy can guide the development of new curriculum frameworks, instructional materials, instruction, assessment, professional development, and alignment among these elements.

Kurikulum nasional Korea Selatan tahun 2009, memfokuskan ‘‘character development as global citizens’’ untuk sains di SMA. Makna global citizens pada tujuan kurikulum tersebut tidak secara eksplisit dijelaskan. Sehingga para pengajar di Korea Selatan meragukan kurikulum mampu mengatasi tuntutan masyarakat. Mereka berusaha mencari gambaran yang lebih jelas tentang scientific literacy untuk abad 21.

The National Science Curriculum 2009, which has been implemented since 2011, started to emphasize ‘‘character development as global citizens’’ for the high school science (MEST, 2009). The meaning of ‘‘character development as global citizens’’ and strategies to help schools and teachers move in this direction are not still explicitly suggested. South Korean science educators, therefore, remain doubtful of the effectiveness of the current science education curriculum to meet the societal demands, and seek a clearer vision for the 21st century scientific literacy.

Subjek yang diteliti

In South Korea, a total of 96 science teachers (49 middle school and 43 high school teachers), including 26 males and 66 females, with average teaching experience of 9.4 years responded voluntarily to the survey. Four teachers did not specify their schools and gender.

In the US, a total of 126 teachers (42 middle school and 78 high school teachers) including 43 males and 79 females responded. The average teaching experience of the US teaching was 15.7 years. The nationality of the US teachers included 120 USA citizens.

Metodologi penelitian

Suvey menayakan pandangan para guru tentang pentingnya scientific literacy yang dibagi dalam empat dimensi (conceptual understanding, habits of mind, motivation and attitudes, and the nature of science).

The survey consisted of 42 items using a Likert-type format (1: not very important to 5: very important) that asked teachers’ perception on the importance of key elements of scientific literacy in terms of four dimensions (i.e., conceptual understanding, habits of mind, motivation and attitudes, and the nature of science). Chronbach Alphas for internal consistencies of the four dimensions ranged from .56 to .90 (total ¼ .91).

The survey also included one openended item asking teachers to write their opinion about ‘‘what they anticipate their students to be like as citizens in the 21st century society?’’

We created a web site for the on-line survey and distributed advertisement through a website and list servers of science teacher associations to request teacher participation.

To receive feedback and validate our framework, we invited five science educators from the US and Australia to review our documents.

Data dan analisa

Dalam dimensi conceptual understanding, para pengajar memfokuskan pentingnya pengetahuan sains untuk memahami fenomena alam, mengerti majalah sains, dan membantu menyelesaikan masalah yang memerlukan sains.

First, in the category of conceptual understanding, the science teachers emphasized basic scientific knowledge to understand natural phenomena, science terms and vocabulary presented in newspaper or magazines, and science knowledge necessary for students to understand or make a decision on science-related issues. (Korea: M= 4,31, US: M=4,63)

Dalam dimensi habits of mind, para pengajar memfokuskan pada pengetahuan sains untuk berpikir kritis, menyelesaikan masalah, dan kemampuan mengambil keputusan mengenai masalah sehari-hari.

Second, in the category of habits of mind, the teachers generally put most emphasis on critical thinking, problem solving, and informed decision-making skills for everyday life issues.

Dalam dimensi affective, para pengajar membagi pentingnya pengetahuan sains menjadi tiga bagian, yaitu: ketertarikan dalam bidang sains, partisipasi dalam sains, dan kepedulian pada makhluk hidup lain.

Third, the type of responses teachers made in the affective realm included three areas: Interest and positive attitudes toward science, responsibility, and participation in science, and ethics about caring for other people and living creatures.

Dalam dimensi sains sebagai hasil usaha manusia, para pengajar memfokuskan memahami keterbatasan sains karena pengetahuan ilmiah adalah hasil dari manusia.

In the category of science as a human endeavor, teachers’ open-ended responses generally put emphasis on understanding limitation of science because scientific knowledge is a product of human activities.

Kesimpulan

Dari hasil survei yang dilakukan pada pengajar di Korea Selatan, peneliti menambahkan metacognition and self-direction sebagai dimensi dari scientific literacy. Dari hasil pemeriksaan survei, dimensi metacognition and self-direction ini perlu untuk mengikat empat dimensi lainnya dan mendukung individu merefleksikan pembelajaran.

We included metacognition and self-direction as a major dimension of global scientific literacy. Our consideration for including this dimension to the framework was initiated by examining the opened-ended survey responses because this dimension is saliently missing from other documents on scientific literacy. Yet, we see this dimension as critical for 21st century scientific literacy as it is the process that ties the other four dimensions together and supports an individual in reflecting and managing cognition and learning, in solving complex problems, and dealing with challenging local and global issues.

3. NGSS and the Landscape of Engineering in K-12 State Science Standards

Judul: NGSS and the Landscape of Engineering in K-12 State Science Standards

Peneliti: Tamara J. Moore, Kristina M. Tank, Aran W. Glancy, and Jennifer A. Kersten

Penerbit, tahun terbit: Journal of Research in Science Teaching, 2014

Latar belakang

Untuk menghadapi tantangan abad 21, keterampilan-keterampilan abad 21 diperlukan. Cara berpikir engineering adalah cara berpikir menyelesaikan masalah. Cara berpikir seperti ini membantu perkembangan keterampilan abad 21.

Engineering practice, at its core, is a way of thinking in order to solve problems for a purpose. This way of thinking is useful beyond engineering as a career; it can help with the

development of 21st century skills; i.e., the skills necessary to be successful in the 21st century.

Next Generation Science Standards memandang pendidikan sains dengan cara yang berbeda. NGSS memasukkan unsur engineering yaitu engineering design dalam pembelajaran di kelas.

The Next Generation Science Standards represent a shift in the way we view science education. One major shift is the endorsement for increasing the visibility and understanding of engineering by raising engineering design to the same level as scientifc inquiry in science classroom instruction at all levels, and by emphasizing the core ideas of engineering design and technology applications.

Di sisi lain, K-12 di US juga mendukung hubungan antara engineering dan pendidikan sains. Tujuannya adalah menyiapkan siswa dan masyarakat untuk menghadapi tantangan masa depan. K-12 dapat mengintegrasikan engineering dalam kelas.

Integrating engineering into the K-12 classroom is gaining national and international attention. Recent national documents pertaining to K-12 education have fostered a connection between engineering and science education to help better prepare our students and our society to meet the current and future challenges of our modern and technological society.

Dalam penelitian ini, peneliti tertarik untuk melihat gambaran tentang perubahan yang NGSS lakukan di US. Peneliti menggambarkan negara bagian yang mengintegrasikan engineering sebelum munculnya NGSS.

Given the attention the NGSS is receiving, an important question that we should be asking is just how much change the NGSS represents in comparison with current policies among U.S. States? To help answer this, our research specifically compares the engineering within the NGSS to recent state science standards documents.

Metodologi penelitian

Untuk melihat gambaran engineering sebelum NGSS, dokumen standar sains dari 50 negara bagian dikumpulkan dan dianalisa. Dokumen standar sains tersebut dianalisa apakah mengandung unsur engineering atau tidak. Analisa menggunakan content analysis yang disarankan oleh Krippendorff.

To evaluate the landscape of engineering prior to the release of the NGSS, the science standards documents from each of the 50 states were compiled and analyzed using document content analysis as suggested by Krippendorff (2013). The NGSS document was also analyzed using this method. Content analysis is often used to analyze large quantities of text (Weber, 1990) such as standards documents.

Kelompok penelitian yang meneliti kasus ini terdiri dari seorang profesor STEM dan empat peneliti bergelar master pendidikan. Mereka mempunyai pengalaman mengajar di K-12.

The research team that participated in the content analysis consisted of one professor of

STEM education, with emphasis in engineering and mathematics, and four graduate researchers. There were two graduate researchers from mathematics education and two from science education. One of the science education researchers also had a master's degree in engineering. Additionally, each member of the research team had K-12 teaching experience.

Dokumen dianalisa dan “diterjemahkan” oleh para peneliti dengan arah yang sudah ditentukan sebelumnya.

Another important consideration when conducting a large content analysis that requires the work of multiple researchers is to formulate clear directions for coders to ensure the eplicability and reliability of the coding between researchers (Krippendorff, 2013).

Hasil dan analisa

Hasil analisa menunjukkan bahwa 12 dari 50 negara bagian secara explisit memasukkan engineering dalam standar mereka. 24 dari 50 negara bagian memiliki standar dengan unsur engineering namun tidak dituliskan di teks (implisit). Sementara 14 negara lainnya tidak memasukkan elemen engineering ke dalam standar mereka.

The results presented in Figure 2 show that only 12 out of 50 states (24%) explicitly include engineering in their standards. Almost half of the states, 24 out of 50 (48%), were found to have elements of engineering implicitly stated in their standards. There were 14 states (28%) that did not include any evidence of engineering and were therefore classified as none in terms of the engineering included in their science standards.