Comparaciones por repetición en secundaria

The results at this stage is the design of the student worksheet. Student worksheet designs developed in the form of guides students in drawing up scientific argumentation. The sequence of activities students are made in accordance with the components of the scientific argumentation.

As explained earlier that the scientific arguments contained in some components, including the claims, data, warrant, backing, and qualifier. To include a fifth component, initial activities on worksheets students presented phenomena (picture/story) or question the current selidik students observe. In this case it is used to form the student's claim as the first step of composing a scientific argument. Furthermore, the four components of other scientific disajkan argumentation in order that students are allowed to write in mengakskes various sources of information. Be it in the form of books, the internet, or just ask other people who supposedly understand the context they are discussed. After all components are loaded, then the scientific arguments held class discussions provided an opportunity for students to convey scientific argumentation. Later it will be known whether or not there is a difference with the other students scientific argumentation. As for the description of the scientific argumentation of the student worksheet students presented in Figure 3 below.

Figure 3. Hipotetik scientific argumentation is CATEGORIZED AS model students

CONCLUSION

Based on the results of a study of the literature and analysis of the needs of the mind that the learning process has not been trained scientific argumentation of the students. Required worksheets students can train for scientific argumentation students with some of the components of the arguments, i.e. have a component presenting phenomenon in the form of pictures or stories, stating the claim, presents data, providing a guarantor (warrant) and support (backing), as well as added qualifications (degree of certainty) the argument.

REFERENCES

Aduris Bravo, Agustin., Bonan, Leonor., Gonzales Galli, Leonardo., Revel Chion, Andrea., dan Meinardi, Elsa.(2005). Scientific Argumentation in Pre-Service Biology Teacher Education. Eurasia Journal of Mathematics, Science, and Technology Education, 1 (1) pp. 76-83.

Andriessen.(2008). Arguing to Learn. Handbook of The Learning Sciences. Cambridge University Press pp. 443-459.

Borg, W.R., Gall, M.D., Gall, J.P.(2003). Educational Research (An Introduction). Seventh Edition. Pearson Education Inc.

Choo, S. S. Y., Rotgans, Jerome I., Yew, Elaine H.J., dan Schmidt, Henk G. (2011). Effect of Worksheet Scaffolds on Student Learning in Problem Based Learning. Advecement in Health Science Education. Springer pp 517-528.

Herlianti, Y. (2014). Analisis Argumentasi Mahasiswa Pendidikan Biologi Pada Isu Sosiosaintifik Konsumsi Genetically Modified Organism. Jurnal Pendidikan IPA Indonesia, 3 (1), pp. 51-59.

Hitchcock, David.(2005). Good Reasoning on The Toulmin Model. Journal Argumentation, 19 (3) pp. 373-391.

Marttunen, M., Laurinen, Leena., Litosseliti, Lia., dan Lund, Kristine.(2005) Argumentation Skills as Prerequisites for Collaborative Learning among Finnish, French, and English Secondary School Student. Educational Research and Evaluation. 11 (4) pp 365-384.

Mc. Donald, Christie V. (2014). Preservice Primary Teachers Written Arguments in a Sociosaintific Argumentation Task. Electronik Journal of Science Education, 18 (7). Osborne, Jonathan. (2010). Arguing to Learn in Science. The Role of Collaborativr,

Critical Discourse. American Association for The Advancement of Science, vol 328 pp 463.

Prianto dan Harnoko. (1997). Perangkat Pembelajaran. Depdikbud: Jakarta.

Simonneaux, L. (2007). Argumentation in Sicio-Saintific Contexts. Argumentation on Science Education. Springer pp 137-157.

Toman, Ufuk.,Akdeniz, Ali Riza., Odabasi Cmer, Sahiba., dan Gurbuz, Fatih. (2013). Extended Worksheet Developed According to 5E Model based in Constructivist Learning Approach. International Journal on New Trends in Education and Their Implications. 4 (16) pp 173-183.

Bandung, October 17

_{, 2015}

102 P

PHY-01345

Requisite Analysis of Earth and Space Science Teaching

Materials That Accommodates Multiple Intelligences and

Embed Junior High School Students’ Personal Character

Winny Liliawati1,a), Judhistira Aria Utama1,b)and Taufik R. Ramalis1,c)

1

Department of Physics Education, Indonesia University of Education Jl. Dr. Setiabudhi no 229, Bandung 40154, Indonesia

Article info Abstract

Keywords: Junior high school students have low understanding of Earth and Space

Sciences (ESS) materials. This is partly due to relatively limited the availability of ESS teaching materials. Students and teachers generally use 9th grade Physics textbooks with limited material, in addition the textbook does not develop students’ multiple intelligences nor embed students’ characters. Based on this situation the integrated ESS teaching materials development that accommodates multiple intelligences and embeds students’ character is indispensable. The book is developed based on current curriculum, prior knowledge, the availability of learning resources, students’ conditions and characteristics, materials presentation which is connected to real-world situations in accordance with the up-to-date of science and technology, meet the content validity and legibility of students as well as the ability to develop multiple intelligences. The presence of the teaching materials is expected to assist teachers in implementing learning of ESS in creative and innovative way besides students can develop their multiple intelligences and have good character (moral).

Corresponding Author: a)_{[email protected]} b) [email protected] c) [email protected] INTRODUCTION

Earth is a complex system of interrelated components as well as being the main subject in science. Life and Earth's future depends on how deeply we understand this Earth. Earth and Space Science (ESS) is defined as the integration and synthesis of Physics, Biology, Chemistry, Geology, Oceanography, Climatology, Meteorology, and other science that studies the life, Earth, and outer space2. Through ESS, students are able to describe natural phenomena and their physical linkages as well as its impact on everyday life. Students have an understanding of the concept as a whole, meaningful and contextual also.

Curriculum of 2013 mandates the learning process carried out with thematic and integrative learning, give attention to individual differences, forming character and good personality, mastery of the material as a whole, intelligent, develop scientific attitude and so forth. Contrary to this, in practical the learning process of ESS in junior high school is dominated by teacher’s talk and student group presentation3 _{so that students are less} developing their intelligence to understand the fundamental concept of ESS4. Intelligence is one of the main factors which determine the success or failure of students learning. According to Gardner8 there are eight types of intelligence (Multiple Intelligence, MI) in every individual. Those are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist. Through these eight types of intelligence every individual accesses to the informations, so that teachers accommodate all of these types of intelligence in their learning process. In addition, based on interview

of some teachers we found that they find difficulties to deliver ESS contents in the classroom as well as difficulties to elaborate5 . Teachers are lack of ability to develop innovative learning on ESS topics that can enhance students’ understanding of concepts inside besides ESS contents are identical with memorizing. On the other hand the availability of textbooks of ESS in secondary school is still relatively limited, especially books or teaching materials that support the implementation of curriculum of 2013. Teachers and students in general use learning materials from natural science textbooks (physics chapter) for junior high school with limited content that does not integrate various of disciplines, not accommodate students’ MI5_{and not embed students’ character.}

As manifestation of the curriculum of 2013, in the learning implementation needed learning component, one of which is the availability of teaching materials. Based on this, it is necessary to prepare and develop integrated ESS teaching materials that also accommodate multiple intelligences5, embed the characters, students’ prior knowledge, circumstances, medium, environment and the context of everyday life. Given that the curriculum of 2013 has not been implemented by all schools, therefore we expect to assist teachers in implementing the curriculum of 2013with this teaching material.

RESEARCH METHOD

This study uses Research and Development (R & D) approach with a modified 4-D model6 consists of four phases, namely defining, designing, development and dissemination. In this paper data and results presented come from defining and designing phase. The discussion is limited to the identification of junior high school students prior knowledge who have acquired ESS topics in schools, the availability of textbooks at this time, learning resources, analysis and implementation of curriculum of 2013, the identification of students’ multiple intelligences, character education and substance of teaching materials that meet the identification results with regard to the environment conditions and students intellectual (multiple intelligences) development as well as embed students’ characters. The subject of research was grade λth _{junior high school students and} teachers in Bandung city and West Bandung regency. School sample selection was based on rating of high, medium and low involved 5 to 6 schools.

We used test instrument in the form of twenty questions (multiple choice and the reason) to measure students' prior knowledge about ESS contents, questionnaire to determine students' prior knowledge about learning sources avalilable, integrated ESS contents and looked for data on ESS teaching materials usage. We used also a questionnaire with semi-open answer and interview for teachers and students.

RESULTS AND DISCUSSION