Dr Sediono Abdullah

Centre of Development and Empowerment for Teachers

and Education Personnel (CDETEP) in Science
OUTLINE
Introduction:
Task and Function of CDETEP in Science
Challenges in improving science teacher quality
Strategy to improve science education in Indonesia

Main Topics:
IBSE in Indonesia
Its adoption
Implementation
Partners
Achievement
Challengess
Recomendations
TASK AND
Development and empowerment programs for
FUNCTION
teachers and education personnel in science;
Data and Information Management for competence
Improvement of science Teachers and edu personnel
in science;
Facilitation and Implementation for competence
Improvement of science Teachers and edu personnel
in science;
Conducting cooperation/partnership programs;
Evaluation of program and facilitation of competence
Improvement of science Teachers and edu personnel
in science ; and
To conduct the administration of CDETEP in Science
PA.
REGULAR PROGRAMS
Training for Science Teachers ( Primary, secondary,
and vocational schools)

Training for KEY TEACHER/MASTER TEACHER)

Training for Education Personnel
School Principal
School Supervisor
Science Laboratory Personnel (lab assistant,
technician, head of the Lab)
Training Mode
FACE-to-FACE ( Centralized, region, work group)
ON LINE INTERACTIVE TRAINING
BLEND
FORUM FOR INNOVATIVE CREATION
 Number of Instructors

No Per-subject Jumlah

1 Physics Instructors 17

2 Chemistry Instructors 8

3 Biology Instructors 15

4 Non-science Instructors 10

5 Developer of Teaching Learning Technology 7

Total 57
 Our Products
PRODUK
TRAINING MODULES
The examples of our Science Props
Challenges in Improving Science
Teacher Quality in Indonesia
1. The Abundant Number of Teachers
Recap of Number of Teacher PER LEVEL

School for
Status/LEVEL Kindergarten Elementary Junior Senior Vocational Total
Disabled
CIVIL SERVANT 53.551 999.180 355.305 168.016 93.338 7.975 1.677.365
GTY 181.013 111.718 99.066 48.819 77.631 5.224 523.471
CONTRACT 40.610 470.438 112.089 44.025 48.441 1.654 717.257

Source : NUPTK 2014

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Facts
Science education in Indonesia: Trendy in design but
conventional in practice
The discrepancy between documented curriculum and
implemented curriculum will be going through the
near future
Top down efforts solely have not resulted reform of
science education practice at school
 2. DISCREPANCY BETWEEN DOCUMENTED
CURRICULUM AND IMPLEMENTED CURRICULUM

1970s 1980s 1990s 2000s

Content heavy Content heavy Content less Content less

inquiry Science process Science process Scientific work
BY approach skills skills Competence
DESIGN Investigative based
approach Contextual
approach
PAKEM (SAL)
Chalk and talk Chalk and talk Chalk and talk Chalk and talk
IMPLE Cook book lab Worksheet Worksheet Worksheet
MENTA work geared activities geared activities geared activities
TION Group work
 FOCUS OF CURRICULUM 2013

Holistic construction Have orientation on competency Based on Test

characteristics: and Non Tes
Supported by all Behaviour (Krathwohl) : (porfolio)
subjects Accepting+ doing+ appreciating+ Evaluate
Integrated vertically living+ practising Proccess and
and horizontally Skill (Dyers) : Observing+ asking+ Output by
trying+ reasoning+ presenting+ authentic
creating assesment
Knowledge (Bloom & Anderson): Rapor contains
knowing+ understanding+ quantitative
applying+ analysing+ assessment on
Developed based on evaluating+creating knowledge, and
competency that it qualitative on
fulfils the aspects of Using Scientific Approach, behaviour and
adequacy and competency characteristics based adequacy skill
conformity on level (Primary: Integrated
thematic, JHS: Integrated
Accommodating local thematicscience & Social
content, national and sciences- and subjects, SHS:
Internasional ( TIMMS, Thematic and subjects
PISA, PIRLS)
Promoting Discovery Learning ,
Problem Based Learning and 14
Project Based Learning
STRATEGY TO IMPROVE SCIENCE
EDUCATION IN INDONESIA

1. TOP-DOWN INITIATIVE (BY GOVERNMENT,

DONORS, PRIVATE SECTORS)

2. BOTTOM-UP INITIATIVE (BY TEACHER

PROFESSIONAL COMMUNITIES)
TOP-DOWN INITIATIVE
Promoting investigative science
Promoting contextual learning
Promoting science-technology-society approach/model
Fostering thinking and problem solving science
Introducing ICT based science teaching
Enculturing alternative/authentic assessment
Fostering ability science teachers for using various
models of classroom teaching (inkuiry, discovery, PBL,
PjBL, Cooperative Learning
Enculturing model of CPD for teachers
PROMOTING SCIENCE-TECHNOLOGY-
SOCIETY APPROACH/MODEL
Donors : BRITISH PETROLEUM, BRITISH COUNCIL
Partners: SEAMEO RECSAM/ Science Across Asia Pacific and education
ministries and teachers of participating countries in the Asia Pacific Region

Implementation: 1993 - 1997

Target: Chemistry, Physics, Biology Teachers of Senior High School
Activities:
- Worshop on program sosialisation
- Internasional Seminar (Inviting experts from STS Developer countries
- Adoption (translation)
- Teacher Training
- Trial (volunteer teachers)
- Seminar of trial results
- Workshop on book development/learning materials (adoption)
STS Teaching Materials
Adoption
BOOK 1: BOOK 3:
1. Drinking water 1. Acid Rain
2. Using energy at home 2. Wetlands
3. Domestic waste 3. Deseases

BOOK 2:
1. Global warming
2. Renewable Energy
3. Food and Eating Habit
1. STS b
We Developed STS BOOK :
Volcano Hazard
Wind Energy Biogas
Force on Bike AIDS
Stick and Derail The Utilization of
CFC and its problems Radioisotop
Color Substance and Oxidizing Matter at
Dyeing Home
Additives The Chemistry of
Pollution Swimming Pools
Is our food safe? Smoking and its
Why one Million Trees? problems
City Forest
Enculturing model of CPD
through BERMUTU Program
 BERMUTU is

Improvement
Better Quality
Education through Education
Reformed through
Management and Development
Universal Competency
Teacher and
Upgrading Performance
of Teachers
 INPUT PROCESS OUTPUT OUTCOMES ADDED VALUE ULTIMATE
GOAL

Promotion
Credit
Understanding
KKG/ Earning
Learning
MGMP
TEACHING
IMPROVEMENT CPD
THROUGH
Curriculum
AWARENESS,
Development COMMITMENT, AND
CONTRIBUTION
Improved
Students
Learning Learning
LS Portofolio
Approaches CAR Outcomes
Subject
Strengthening UNDERSTANDING LEARNING
RPL

Teaching
Practice 1 Academic
Credit
ICT for Instruction Earning
and Resources BERMUTU Learning Model 2 Course
as a synergy of various models of classroom Credit
teaching and professional development Transfer
 Model of Continuous Quality Improvement for Teachers
Distric and Subdistric level

MGMP
SS
KKG
S
MGMP
S
KKG
univ S
LPMP MGMP
KKG SS
S
3. 015 . 315Guru
MGMP S
KKG S
MGMP
S
P4TK S
LPMP KKG S
MGMP S
285.000 Sekolah
S S
P4TK = Centre for Development and Empowerment Programs S
for Teachers and Edu Personnel KKG
MGMP
LPMP = Office of Education Quality Assurance
MGMP KKG SS
MGMP = Teacher Working Group for Senior High
S
School Teachers LPMP S
MGMP
KKG = Teacher Working Group for Elementary and KKG
S
Junior High School Teachers
Products/Teaching Materials for
Teachers
Some of the Innovative Teaching Learning Models :
a. Science-Technology-Society
b. Problem Solving
c. Cooperative
d. Teaching Learning on the Change of Materials Properties by 5E
Learning Cycle Model
e. Teaching Learning on Biotechnology Concept by Discovery Learning
Model
f. Teaching Learning on Electricity Series by Generative Model
Inquiry Learning Modules
BOTTOM-UP INITIATIVE
Establishing National Science Teacher Association
(actively participating in national policy development
related to science education)
Implementing active learning using various models of
teaching in science lessons
Promoting outdoor science activities and science clubs
Actively participating teacher working groups in
districts
Utilizing teacher-made teaching materials/ Teaching
aids
 IBSE IN INDONESIA
Case Special of CDETEP in Science
Adoption
Implementation
Partners
Achievements
Challenges
Recommendations
A 5-year plan
Year 2014 2015 2016 2017 2018
ToT of Instructor
Adoption learning
materials (translation)
Programs

Try out learning material

at pilot schools
Seminar/workshop the
result of try out
Training for key teachers

Dissemination of IBSE in
working group
(KKG/MGMP)
Developing learning
materials
ADOPTION OF IBSE
Target:
Primary School Teachers and Junior High Science
Teachers
Topics for Primary:
- Materials and its Properties
- Electricity
Topics of Junior High
- Electricity
- Temperature and Calor
- Chemical and Physical Change
IMPLEMENTATION
Form :
Training for key teachers , Administrator of KKG/MGMP, School
Principals and Supervisors (inserted in P2KM Program)

Target:
a. Primary: 120 people (From 30 KKG: 1 key teachers, 1
Administrator of KKG, 1 School Principal, 1 School Supervisor

b. Junior High: 120 people (from 30 MGMP : 1 key teacher ,

1 Administrator of MGMP, 1 School Principal, 1 School
Supervisor
Implementation - continue
Strategy: in-on-in
a. In-service training 1: 54 ch (course hour)
(20 ch introduction of book and Inquiry Modelling )

b. On the job learning (on line)

Participants try out learning by inquiry on certain topics in
their respective schools

c. In-service training 2: at the KKG/MGMP (30 ch)

Dissemination of in 1 results and on-service (20 jp)
10 ch for report of trial and reflection of books for revision.
 Strategy
In 1 On In 2

Kebijakan RPP Praktik Mengajar

Kurikulum 2013 Bahan Ajar Refleksi

Pendekatan saintifik dan
Instrumen Peniliaian Rencana Tindak Lanjut
penilaian otentik
Analisis materi ajar dan
Program Kerja KKG/MGMP
pembelajaran

Pengenalan e-Training
Pengelolaan KKG/MGMP
Rencana Tindak Lanjut
online e-training
PKB di KK
1 2 3 4 5 6 7 8 9 10 11 12
PARTNERS
ISTIC
SEMEO QITEP in Science
Regencies/Cities Education Offices
KKG and MGMP
ACHIEVEMENTS
A number of science learning materials based-on
inquiry
Transformation of orientation of Science Teaching
Learning (expectation)
The widely-disseminated Inquiry-Based Science
Education
CHALLENGES
Change teachers paradigm about science teaching and
learning
The support from relevant stake-holders (Education
Ofices)
Limitation of budget and human resources for
companionship
Limitation of learning aids
Limitation of human resources and budget to conduct
monitoring dan evaluation on the practice at schools
 PROGRAM KKG (TEACHER WORKING
GROUP)

CONTINOUS PROFESIONAL DEVELOPMENT

1.640.138
Teachers
.......
VILLAGE SCHOOL
1 x 5500 Kec 3 x 476 Kab 1 x 476 Kab
DISTRICT KKG SD KKKS SD KKPS SD
Guru Kepsek Pengawas

DIREKTORAT PROFESI
PENDIDIK 38
 PROGRAM MGMP
CONTINOUS PROFESIONAL DEVELOPMENT

583 634 JHS Teachers

35 000
SCHOOLS

6 x 476 3 x 476 1 x 476 3 x 476 1 x 476 Forum

REG/CITY MGMP SMP MGMP SMA MGMP SMK MKKS MKPS Ilmiah

Asosiasi Asosiasi Asosiasi Forum

PROVINCE MGMP SLB
Guru KEPSEK Pengawas Ilmiah

30 LPMP
13 LPTK Negeri, 19 FKIP Univ. Negeri
DIREKTORAT PROFESI 237 LPTK Swasta
PENDIDIK 39
12 P4TK
Teaching Learning KK 2013 in Sentani, Papua

40
RECOMENDATIONS
Needs lisence from ISTIC/Lamap to adopt the learning
materials
Needs support of fund and expert from donors for
book, training, monitoring, and evaluation