Environmental- Based Biology Curriculum of Senior High School: Case Study of North Konawe Regency, Indonesia
Nursidin, Rusman, LaksmiDewi
Indonesia University of Education Bandung, Indonesia
Abstract
The purpose of this research is the implement an environmental-based instruction Biology curriculum in Senior High Schools. The research had been carried out through a case study in North Konawe Regency, Indonesia. It was applied through a primary survey that was conducted from June to August 2019 in several Senior High Schools. The results showed that the environmental-based learning Biology curriculum has never been applied. The teacher just applied conventional learning, not interactive method, and teacher-centered instruction. Students were less active in learning and they focused on the Biology textbooks. The results of this study are significant as a reference for policy-makers, academics, and the senior high students;
educational-practitioner for developing an environmentally-based Biology curriculum.
Keywords: Environmental Based Curriculum, Biology Curriculum, Senior High School
A. Introduction
Instructional of Biological science in Indonesia generally, the students are more required to learn scientific concepts and principles in a balanced way. The way of learning causes students to only know a lot of scientific terminology by rote without meaning. The number of concepts and principles of science that students need to learn has led to the emergence of students' boredom in learning science by rote. Thus learning science is only defined as the introduction of several concepts and terms in such as the field of science (Liliasari, 2007).
According to Bloom (1956 Krathwohl et al, in 1964), we should strive to create a learning environment that provides students with opportunities to apply, analyze, synthesize, and evaluate information. So, when students actively process clear information they can gain a true understanding of the material.Along with the development of the times, science learning today is experiencing a shift following the increasing demands and challenges that must be faced entering the era of global competition in the 21st century Gallagher (Liliasari, 2007) argues that this challenge can be faced through a new paradigm of learning biological science, which is to provide some experience to students who understand and guide them to use the biological science knowledge. This causes science learning in Indonesia to need an effective approach to equip every student with the ability to think, from studying biological science to thinking through science that is beneficial to students.
The development of a learning curriculum model with an environmental approach in Biology instructional means that learning activities are always associated with the environment.
It means teacher uses existing learning resources in the environment around students (Rustaman et al., 2007).
In developing an environmental curriculum, Biologycannot be separated from practical activities, both in the laboratory and in nature. Learning activities of students who are directly involved in real activities make it possible to give meaning to the students. There are various forms of practicum in schools. According to Rustaman, et al (2005; 186); such as (a) forms of practicum exercises, (b) forms of investigations practicum, and (3) forms of practicum. Those provide experiences to students. The environmental approach is used as a means to improve
conceptual understanding, critical thinking skills, and scientific attitudes, thus as a result of development with an environmental approach students are expected to have the ability to think and act based on the scientific knowledge they get.
In Biology instruction, critical thinking skills are needed; so that students can solve Biological problems which is material tends to be abstract. The strengths ofa critical thinker is being able to identify important points in a problem, focus and be able to observe, be tolerant of new points of view, want to acknowledge the advantages of other people's points of view, and have analytical skills that can be used in various situations. This critical attitude is very possible to be developed through learning Biology as stated in the Minister of National Education Regulation Number 22 of 2006 concerning Content Standards, namelyBiology subject need to be given to all students starting from elementary school to equip students with the ability to think logically, analytically, systematically, critically, and creative, as well as the ability to work together. These competences are needed so that students can have the ability to acquire, manage, and use the information to survive in ever-changing, uncertain, and competitive conditions.
Johnson (2007:184) argues that critical thinking is an activity that is very important to be developed because the purpose of critical thinking is to achieve deep understanding, so that it can overcome problems found in everyday life. Therefore, teachers are expected to be able to activate and develop students' critical thinking skills through the learning process. Besides, the use of worksheet not maximally used because teachers were still fixated on books from publishers, and did not design worksheet according to indicators of critical thinking.
The environment is one of the alternative learning sources. In almost every schoolyard there is a mining area which causes various problems of air pollution, global warming, flooding.
Besides that, the former nickel mining environment will give bad impact the view and it can become a lung disease. Therefore, consideringthe conditions as above, to overcome these problems. We try to implement environment-based learning by doing environment-based learning both in natural forests and forest environments that were formerly of mining so that students can think carefully about how important the environment is for the lives of all organisms.To explore a model of environmentally-based Biology curriculum in high school students, research questions as follows:
1. What are the opinions of principals and vice-principals of senior high schools about the development of an environmentally-based Biology curriculum model?
2. What is the opinion of high school teachers about the development of an environmentally- based Biology curriculum model?
3. What are the opinions of high school students about the development of an environmentally- based Biology curriculum model?
As a formulation of the problem defined in this study, the objectives are as follows:This research was conducted to take advantage of this environment by providing an overview of the profile of high school students about the environmentally based Biology curriculum model through observation, their learning experiences about the environmentally.
B. Literature Review
According to Audrey and Howard Nichools in Hamalik (2008: 95) Curriculum development is the planning of learning opportunities that are intended to bring students towards the desired changes and assess the extent to which changes have occurred in students. The others states Curriculum development is a cycle, an iterative process that never ends. The process consists of four elements, namely objectives, methods and materials, assessment, and feedback.
In this regard, Adler (1991: 81-82) says that curriculum development steps are strongly influenced by Tyler's four steps:a. Formulate educational goals; b. Organizing learning experiences; c. Manage learning experiences; and d. Assess learning. A curriculum developer and a teacher must establish an assessment system that can reveal students' self as a whole, both at the cognitive, affective, and psychomotor levels.
As a concrete step in preparing graduates who can live in the community, thecurriculum should always be made following the development and needs of society, so the curriculum may not be static but must be dynamic following the needs of society and the development of science and technology.In connection with this, Meyer and Meyer in Zaini (2012: 101) formulate 5 types of curriculum changes, namely:
(1) substitution, namely curriculum changes only changing supporting facilities, for example by changing materials or learning resource books, (2) alteration, namely curriculum changes concerning the management or management of learning, for example by changing the allocation of learning time, (3) variations, namely curriculum changes in the implementation of classroom learning, for example by changing the teaching method more appropriate, (4) restructuring, namely curriculum changes that involve more many things compared to alteration or variation, and (5) a new orientation, namely a massive curriculum change, not only the material being taught but comprehensive due to the demands of the state with the existence of new policies.
According to Wahyudin, (2014: 46) Curriculum development is a comprehensive term that includes planning, implementation, and evaluation because curriculum development shows changes and progress. At the theoretical level of implementation, in the curriculum, models using graphics are often used to describe the elements (Maseleno et al., 2019). Curriculum elements, the relationship between curriculum elements, the relationship between elements, and the process of curriculum development and implementation.In connection with the above Hamalik, (2007:
183) curriculum development is a curriculum planning process to produce a broad and specific curriculum plan. This process is related to the selection and organization of various components of teaching and learning situations, including setting a schedule for organizing the curriculum and specific suggested objectives. , subjects, activity resources, and measuring tools for curriculum development that refer to unit resources, unit plans, and other dual curriculum lesson lines to facilitate the teaching and learning process.
Seller and Miller (1985: 67)states that the curriculum development process is a series of activities carried out continuously. In this case, Seller views that curriculum development must start from determining the orientation of the curriculum, namely general policies, for example, the direction and goals of education, views on the nature of learning and the nature of students, views on the success of curriculum implementation, and so on.
Based on that orientation, Arsyad (2008: 3) develops curriculum as an educational program substantially including (1) some subjects or knowledge organizations, (2) learning experiences or learning activities, (3) learning programs (the plan of learning) for students, and (4) expected learning outcomes. Furthermore, related to curriculum development, Nasution (2008: 6) states that curriculum elements consist of: (1) goals (ideals/goals), namely the goals of national education and the objectives of educational institutions, (2) matter (learning materials), meaning that the material is following the objectives, the lesson syllabus, and scientific knowledge, (3) organizing (curriculum implementation strategy), namely how the curriculum will be implemented in the field, and (4) evaluating (curriculum evaluation),
A Curriculum is the core of the field of education and influences all educational activities. Given the importance of the curriculum in education and human life, the preparation of
the curriculum cannot be done carelessly. Curriculum development requires strong foundations, which are based on the results of in-depth thought and research.In connection with this, according to Sukmadinata (2002: 152-154),the preparation of a curriculum that is not based on a strong foundation can have fatal consequences for the failure of education itself. There are four main foundations were developed in curriculum development, namely: (1) philosophical, (2) psychological, (3) socio-cultural, and (4) science and technology. For more details below, the four foundations will be briefly described:
a. Philosophical Basis
Philosophy plays an important role in the development of the curriculum. Just like in the Philosophy of Education, we are introduced to various schools of philosophy, such as:
perennials, essentialism, existentialism, progressivism, and reconstructivism. In curriculum development, it is always based on certain philosophical schools, so that it will color the concept and implementation of the developed curriculum. The flow of philosophy of perennials, essentialism, existentialism is a school of philosophy that underlies the development of the Subject-Academic Curriculum Model. Meanwhile, the philosophy of progressivism provides the basis for the development of the Personal Education Curriculum Model. Meanwhile, the philosophy of reconstructivism is widely applied in the development of the Interactional Curriculum Model.
b. Psychological Basis
Sukmadinata (2002) suggests that there are at least two areas of psychology that underlie curriculum development, namely (1) developmental psychology and (2) learning psychology. Developmental psychology is the study of individual behavior concerning its development. In developmental psychology, it examines the nature of development, stages of development, aspects of development, tasks of individual development, and other matters relating to individual development, all of which can be used as material for consideration and underlie curriculum development
c. Sociological Basis
The curriculum can be viewed as an educational design. As a design, the curriculum determines the implementation and outcomes of education. We understand that education is an effort to prepare students to enter the community. Education is not only for education, but provides knowledge, skills, and values to live, work and achieve further development in society.
d. Science and Technology Foundation
The fast progress of the world in the field of information and technology in the last two decades has influenced human civilization beyond the reach of previous human thought.
This influence is seen in shifts in social, economic, and political orders that require a new balance between values, thoughts, and ways of life that apply to global and local contexts.
Developments in the field of Science and Technology, especially in the field of transportation and communication, have been able to change the order of human life.
Therefore, the curriculum should be able to accommodate and anticipate the rate of development of science and technology, so that students can keep pace with and at the same time develop science and technology for the benefit and survival of humans.
National education based on Pancasila and the 1945 Constitution of the Republic of Indonesia has the function of developing capabilities and shaping the character and civilization of the nation with dignity in the context of the intellectual life of the nation, aimed at developing
the potential of students to become human beings who believe and fear God Almighty. , as stated in Law No. 20 of 2003 concerning the National Education system. Secondary education in national education must be able to ensure equal opportunities for improving the quality and relevance and efficiency of education management. Improving the quality of education is aimed at improving the quality of the whole human being through exercise, thinking, feeling, and exercising to have competitiveness in facing global challenges. Increasing the relevance of education is intended to produce graduates by the demands of Indonesia's natural resource-based needs. Increasing the efficiency of Indonesian education management is carried out through the application of school-based management and renewal of education management in a planned, directed, and sustainable manner (Permendiknas No. 22 of 2006).
The structure of the Senior High School curriculum includes learning support which is taken in one level of education for three years starting from class X to class XII. The curriculum structure is arranged based on the subject of matter competency standards. Senior High School (SMA) is the level of secondary education of formal education in Indonesia which is implemented after graduating from Junior High School (SMP) or equivalent. This level of education starts from the Class X curriculum in class X students whereof 2013 are required to choose the existing majors, namely Science, Social, and Language, the curriculum is by the interpreter they choose and add cross-interest. up to Year 12 with students generally aged 15-18 years. (Guidelines for Curriculum Implementation Training 2013, 2013: 4).
Curriculum development should be carried out systemically based on an integrated principle, which is to provide instructions that all components must be precise and must be connected integratively, not separately, but thoroughly. The compilation of one component must be assessed for its consistency and related to other components so that the curriculum is truly integrated as a whole and complete. There are various kinds of approaches that can be used in developing the curriculum, including:a. Oriented approach to learning materials, b. Goal- oriented approach, c.Approach to materials organization
The curriculum in the context of education in this country is indeed interesting when we can draw back how the history of education in Indonesia was designed and trace it in the socio- political dynamics to this day. Thus, the topic of the curriculum is not a single entity, but an entity that has various social, political, and economic settings that allow a curriculum to be created. The curriculum is a very significant part of the national education process.
In this regard, an environmental curriculum is needed which is currently a common concern, not only in Indonesia but also abroad. Environmental damage occurs because of the human ability to see far beyond the limits of one's interests as well as the ability to see the real reality in life (Soerjani, 1992). The environmental crisis is a social and ecological issue, as a result of the interaction of various global concerns (Van Rensburg, 1994). Then the environmental education curriculum is an educational activity in the environmental field organized by all levels of education.
To achieve the educational goals set by the Indonesian government, the curriculum must be strategically formulated and formulated into certain programs because the curriculum is an important issue and the curriculum is part of the educational program. The main objective of curriculum development is to improve the quality of education and not only to produce teaching materials. The curriculum not only pays attention to current developments but also directs attention to the future. Curriculum development must consider various aspects such as child development, the development of science, the needs and work of the development community, and so on. Curriculum planning should cover several aspects including objectives, materials,
resources, learning activities, and evaluation as a basis for establishing a curriculum (Ahmad, 1998, p. 30).
To use this strategy effectively in a learning environment and technology forms the basis of lesson planning, orientation programs for students need curriculum development in an environment as needed both in the library implemented, with an effective, interactive scenario- based learning approach about orientation programs for curriculum development with the Literacy program Information (Blakeslee 1998; Jacobs 2001; Sugarman and Mosby 2002;
Malone and Videon 2003) or on the integration of the concept of information literacy into subjects by paying attention to the environment as a specific basic medium of learning (Brown and Krumholz 2002; Rockman 2003).
Informing good interactions between teachers and students will create positive relationships in the classroom and contribute to effective learning. According to Bucholz and Sheffler (2009), teachers can shape the curriculum in a classroom environment to be comfortable and therefore to improve students' ability to learn. Therefore, in learning and teaching, especially science subjects, students must be allowed to interact with teachers, classmates and their surroundings. Ahmad, CNC, Shaharim, SA&Abdullah, MFNL(2017).
Good interaction between teachers and students will create positive relationships in the classroom and contribute to effective learning. Active teachers can assess changes in student behavior and understand the needs of students in the classroom. According to Bucholz and Sheffler (2009), in shaping the classroom, teacher to be must comfortable and therefore to improve students' learning abilities. A comfortable classroom environment emphasizes cooperation and openness between teachers and students. Ahmad, CNC, Shaharim, SA
&Abdullah, MFNL (2017).
Student and teachers are effective and potential pedagogical tools in helping teachers learn and teach in the classroom. Along with the times of flexibility and technological assistance, teachers can design environmental curricula in which students can manage and construct their representations of knowledge in their minds (Koç, 2005). Besides, the learning environment must create a good atmosphere to support the teaching and learning process. A good classroom environment emphasizes cooperation and openness between teachers and students. Ahmad, CNC, Shaharim, SA & Abdullah, MFNL (2017). Pupils, teachers are effective and potential pedagogical tools in helping teachers learn and teach in the classroom. Along with the times of flexibility and technological assistance, teachers can design environmental curricula in which students can manage and construct their representations of knowledge in their minds (Koç, 2005). Also, the learning environment must create a good atmosphere to support the teaching and learning process.
A conduciveclassroom environment emphasizes cooperation and openness between teachers and students. Ahmad, CNC, Shaharim, SA & Abdullah, MFNL (2017).Pupils, teachers are effective and potential pedagogical tools in helping teachers learn and teach in the classroom.
Along with the times of flexibility and technological assistance, teachers can design environmental curricula in which students can manage and construct their representations of knowledge in their minds (Koç, 2005).
Besides, the learning environment must create a good atmosphere to support the teaching and learning process. Along with the times of flexibility and technological assistance, teachers can design environmental curricula in which students can manage and construct their representations of knowledge in their minds (Koç, 2005). Also, the learning environment must create a good atmosphere to support the teaching and learning process. Along with the times of
flexibility and technological assistance, teachers can design environmental curricula in which students can manage and construct their representations of knowledge in their minds (Koç, 2005). Besides, the learning environment must create a good atmosphere to support the teaching and learning process.
According to Zakaria et al. (2012), an environmental curriculum can influence students’
learning behavior and self-esteem. The physical characteristics of the learning environment can also influence teacher-student communication and have an impact on the cognitive and affective domains (Che Ahmad et al., 2014).Thus, in creating a learning environment is more conducive, student-centered, and meets the needs of teachers and students. The environment must be assessed and improved in enhancing the effectiveness of learning. Kaarina& González, (2011) in a lesson need to consider the educational environment as the basis of the pedagogical process; it determines the interconnection of educators, learners, educational content and resources, and educational processes.
The importance of contextually is that the environmental curriculum in education is emphasized on critical thinking patterns. When the environmental curriculum is managed and applied by the school as a source of knowledge of the educational environment, scientific suggests an understanding of the learning environment, educational environment, and so for.
Learning and teaching environment includes both physical (buildings, rooms, technology, etc.) and social aspects (Bartaševičius, 2012). It is recognized that the physical and technological environment in schools is very important for improving student learning, in increasing their motivation to learn, applying pediatric teaching and learning methods, stimulating interactive and independent learning. However; the application of an environmental curriculum needs to be implemented because of increasingly uncontrollable environmental conditions, such as pollution, polluting the air through toxic gases from factory chimneys, cars, and carbon dioxide from consumed fossil fuels; soil pollution, soil contamination resulting from garbage, acid rain, fertilization and application of disinfectants; extinction of animals and plants by humans; the perforation of the ozone layer; sun rays that are harmful to humans; and global warming and climate change (Erten et al., 2003; Kızılaslan&Kızılaslan, 2005; Ozmen&Karamustafaoglu, 2006).
The environmental curriculum is very helpful for students according to conventional experiential learning theory defining learning as a process in which knowledge is created through the transformation of experiences (Kolb, 1984). Knowledge results from a combination of grasping and transforming experiences. Thus, learning is understood as an action-reflection process based on reflecting on experiences from the past. Learning from the past is well known and well developed. It underlies that if curriculum integration can shape learning methodologies, best practices, and approaches to organizational learning. Argyris and Schön (1978, 1996), Bateson (1972), Kolb and Boyatzis (2000) and Kolb (1984).
C. Research Methodology
The research methodology is a case study to answer the three question words "Hows"
in the research question above (Yin, 2017). Case studies were used in design research to analyze a phenomenon, generate hypotheses, and validate a method (Teegavarapu et al., 2008). The type of case study in this research is a single case with exploration. The population of this study was students of Senior High School in the North Konawe Regency. Meanwhile, the sample of this study was taken by purposive random sampling and involved 105 the tenth grade MIA (science
class) students who were involved in a survey conducted from June to August 2019 based on the consideration of the diversity of characteristics. Research must be conducted empirically based on the current condition/profile of students, where researchers assume that high school students in North Konawe Regency lack understanding of environmental-based Biology curriculum because there is no patent curriculum as their guide. This study uses a questionnaire technique in the data collection process
D. Results and Discussion
1. High School (SMA) BiologyCurriculum Conditions
The researcher conducted a preliminary study to see empirical data regarding the understanding of students' critical thinking which was subsequently used as a basis in developing an environment-based Biology learning curriculum model in Senior High School (SMA) in the Science Class. The facts obtained through a survey in this preliminary study illustrate:
a) Perceptions of school principals and vice-principals in the field of curriculum regarding the development of an environment-based Biology learning curriculum model that supports high school students critical thinking understanding, b) teacher perceptions of the importance of environmentally-based Biology curriculum models life to improve critical thinking understanding of high school students, c) students' perceptions of learning, media, and delivery of Biology learning materials. An overview of the results of the preliminary study is described as follows;
a. Preliminary Study Results on the perceptions of the Principal and Deputy Principal of the Curriculum Sector in SMA.
1. Principal of the Development of an Environmental Based Learning Model
The survey results in a preliminary study conducted in three senior high schools (SMA) in North Konawe Regency found a policy of the Biology learning curriculum program in schools.
This can be shown from the results of the perception interview of the principal and vice-principal in the curriculum field. In general, the preparation of an environment-based learning model in SMA Konawe Utara has not been carried out. A summary of the results of interviews with principals and vice-principals in the SMA curriculum in North Konawe Regency is presented in Table 4.1 below;
Table 4.1 Perceptions of Principals of the Implementation of Environmental Based Biology Learning Curriculum Model Development in Senior High Schools
No. Aspect in question Respondent's answer
1 Perceptions of the development of an environment-based Biology learning curriculum model
a. Have been not yet applied by teachers at school
b. Requires adequate teacher readiness
c. Adjusted to the content of the subject matter 2 Perceptions of learning needs in the
implementation of an environment- based Biology learning curriculum model
a. It is very important for Biology subjects with the appropriate material
b. Students are directly involved in the environment in the learning process
c. It is important to build students' love for the environment
3 Perceptions of planning the development of an environment-
a. Need to adjust to the subject matter and school schedule in general
based Biology learning curriculum model
b. It is better if competent people are involved to help the feasibility and assessment of an environmentally-based Biology learning curriculum model.
4 Perceptions of teacher understanding in the development of an environment-based Biology learning model
a. The level of understanding and motivation to teach teachers varies
b. It is necessary to deepen the teacher's knowledge about the material to be developed
5 Perceptions of school support in implementing environment-based Biology learning models
a. Schools provide flexibility for teachers to be creative in managing learning
b. The school provides full support for the needs of teachers in implementing an environmentally based learning curriculum model for Biology.
c. The school facilitates the implementation of an environment-based learning curriculum model
6 Perceptions of the application of an environment-based Biology learning curriculum model
a. Learners interact with the environment directly
b. Gives flexibility to students to carry out investigations in order to gain new knowledge
c. Build understanding of thinking in students through direct inquiry activities
7 Perceptions of the relevance of the environment-based Biology learning curriculum model with critical thinking understanding
a. Very relevant, because it facilitates students to make direct observations in the environment
b. Build scientific attitudes in students
c. Train students' critical thinking skills in the problem solving process
8 Perceptions of the environmental- based Biology learning curriculum model evaluation model
a. Evaluation is carried out by direct observation, performance and portfolio b. Evaluation is carried out by paying attention
to group activities
c. Evaluation looks at the ability of students to communicate the results of their investigations in oral or written form
9 Perceptions of the effectiveness of the application of an environment- based Biology learning curriculum model
a. It depends on the understanding and readiness of the teacher
b. Learning design is directed to interact with the environment
c. Readiness of supporting tools and materials in the learning process
10 Barriers to the application of an environmentally based Biology
a. Limitations of teacher understanding of the Biology learning curriculum model
learning curriculum model b. Management of Biology learning activities is difficult because it is carried out outside of school
c. Lack of references for implementing learning guides
d. Lack of readiness of students in the learning process.
From table 4.1, the high school schools in North Konawe Regency have not implemented an environmental-based Biology learning curriculum model. However, school principals provide support for the implementation of the curriculum. The application of the curriculum requires adequate teacher readiness for the application. This description provides an overview of the implementation of an environment-based Biology learning curriculum model whose main element lies in the subject teacher. It can be understood that teachers must be able to observe, plan, implement, and evaluate learning so that their readiness becomes a major part of the success of a learning activity.
2. The Deputy Principal's Perception of the Development of an Environment-Based Learning Model
The vice-principal of the curriculum field is one of the teachers who is given the responsibility of assisting school leaders in managing the learning curriculum in schools. This position is very strategic because of its existence as an implementer of curriculum implementation that is coordinated with all school stakeholders. Therefore, their perceptions and input are important when developing a learning model. The results of the interview can be seen in Table 4.2 below as follows;
Table 4.2 Perceptions of the Deputy Principal of the Application of the Environmental Based Learning Model
No. Aspect in question Respondent's answer
1 Perceptions of the development of an environment-based Biology learning curriculum model
a. Very well applied to subjects related to Biology
b. It is needed in building the scientific attitude of students
2 Perceptions of planning the development of an environment- based Biology learning curriculum model
a. Teachers need mature readiness when implementing an environment-based Biology learning curriculum model
b. It is necessary to involve curriculum experts to help the feasibility and assessment of a learning model
3 Perceptions of the socialization of environmental-based Biology learning curriculum model development
a. Socialization is needed to provide understanding to students and parents b. The teacher himself should do the
socialization because it is related to the learning program.
4 Perceptions of teacher a. In general, teachers can adjust to existing
understanding in the development of an environment- based Biology learning curriculum model
learning models
b. The level of readiness and understanding of teachers varies
5 Perception of the form of implementation of the environmental-based Biology learning curriculum model
a. Performed by interacting directly with the environment
b. Performed outside the classroom
c. Provide flexibility for students to collaborate in learning activities
6 Perceptions of the
environmental-based evaluation of the Biology learning curriculum model
a. Adjusted to the learning syntax
b. Should be done during the learning process
c. It also needs to go through performance and portfolio
d. Assessment is focused on the ability of students to acquire knowledge and communicate it
7 Constraints in the application of the environmental-based Biology learning model
a. Time limitations from the teacher because many classes are taught
b. Limited learning support materials
c. Lack of student participation in the learning process
d. Lack of parental and school support 8 Solutions taken in overcoming
obstacles to the application of an environmentally based Biology learning curriculum model
a. The need for scheduling arrangements b. Preparing the tools and learning materials
needed
c. Providing understanding to students about learning activities and the benefits obtained
d. The need for socialization to parents about learning activities
Based on the results of interviews with vice principals in the field of curriculum, in general, they support the application of the environmental-based Biology curriculum model. They stated that this is very good applied to subjects related to Biology. The participation of students can interact with the environment. It helps in building students' scientific attitudes. This also provides opportunities for students to collaborate when implementing learning outside of the classroom.
b. Perception Results of Preliminary Studies on Teachers Regarding the Development of an Environmental-Based Biology Curriculum Model.
From the results of the preliminary studies that have been carried out, it was obtained three kinds of teacher perceptions regarding the development of an environmental- Biology curriculum model in which to improve the understanding of critical thinking of high school students, namely as follows;
1. Teachers' perceptions of knowledge and self-actualization.
Teachers' perceptions of knowledge and self-actualization regarding the environment- based Biology instructional curriculum model are divided into three parts, namely self- actualization, development of learning plans, learning implementation, and facilities and infrastructure in learning.
Diagram 4.1 Teachers' perceptions of knowledge and self-actualization.
Based on diagram 4.1, in general, Biology subject teachers give positive responses to the development of an environment-based Biology curriculum model. The results of perceptions; the teachers think that the purpose of teaching was to convey learning material and to transfer knowledge. The responses were obtained from six Biology teachers who were surveyed, there were 83% or 5 people and 17% had a simpler opinion that the purpose of teaching was limited to the responsibility of delivering the material.
2. Teachers' perceptions of the Learning Development Plan
From a number of questions given by the teacher, various answers were obtained as shown in the diagram as follows:
Diagram 4.2 Teachers' perceptions of the environmental-based Biology curriculum development plan
83
67 67
17 17 17
50 50
17 17 0
50 17 17
33 33
83 83 83
50 50
83 83 100
50 83
0.0 20.0 40.0 60.0 80.0 100.0 120.0
1 2 3 4 5 6 7 8 9 10 11 12 13
Frekuensi Jawaban
Nomor Item Pertanyaan
Persepsi Pengetahuan dan Aktualisasi Diri
ya tidak
0 20 40 60 80 100
1 2 3 4 5 6 7 8 9 10 11
0 17
67
0 67
83
17 0
17 50
17 100
83
33 100
33 17
83 100
83
50 83
PersentasiJawaban
Nomor Item Pertanyaan
Rencana Pengembangan Pembelajaran
Ya Tidak
Based on diagram 4.2, Biology subject teachers responded positively to the development of an environmental-based Biology curriculum model. According to the responses of the Biology subjectteachers, 100% of the teachers stated that environment-based learning had never been applied.
3. Teachers' perceptions of the implementation of the Learning Curriculum. Several questions have been given by the teacher, from the various answers; the result obtained as shown in the diagram as follows:
Diagram 4.3 Teacher perceptions about the implementation of environment-based Biology learning curriculum
.
Based on diagram 4.3, teachers' perceptions of the implementation of the environmental-Biology Curriculum. 100% of the teachers have carried out the conformity of the Learning Plan with the implementation of learning. There were four teachers or 83% stated had not implemented an environmental Biology curriculum model on biodiversity material; however, there was one teacher or 17% who stated that they had not implemented it.
4. Teachers' Perceptions of Learning Facilities and Infrastructure
The researcher obtained the perception of many questions that had been given by the teacher, from the various answers obtained a picture as shown in the diagram as follows:
0 10 20 30 40 50 60 70 80 90 100
1 2 3 4 5 6 7
100
17
83
17 17 17 17
0
83
17
83 83 83 83
Presentasi Jawaban
Nomor Item Pertanyaan
Implementasi Kurikulum Pembelajaran
Ya Tidak
Diagram 4.4 Teacher perceptions about the implementation of environment-based Biology learning curriculum
Based on diagram 4.4, teachers' perceptions about learning facilities and infrastructure.
There are four teachers or 83% stated that generally, teachers have used laboratory facilities to support learning activities to improve the students' critical thinking, however, one teacher who disagrees or 17% stated that they have not used laboratory facilities to support learning activities.
3. Students' Perceptions of Learning Biology
Learning carried out by the teacher always gets different responses from students. In connection with this, the following states the students' perceptions of Biology learning which are divided into three parts, namely as follows:
Diagram 4.5 Students' perceptions of Biology learning
From diagram 4.5 in general, students answered that the learning process delivered by the teacher was not following the learning objectives. From the seven questions that were given related to learning, 90 students who were assessed, generally with a percentage of 74.4% to 90%
of students chose the rare category in terms of conveying learning objectives, encouraging students to ask questions according to learning objectives, rarely motivate students to look for
4.4
14.4 8.9 13.3 8.9 12.2 17.8 90.0
81.1 84.4
78.9 86.7 84.4 74.4
5.6 6.7 6.7 7.8 4.4 3.3 6.7 0.0 0.0 0.0 0.0 0.0 0.0 1.1 0
10 20 30 40 50 60 70 80 90 100
1 2 3 4 5 6 7
Frekuensi Jawaban
Item Pertanyaan
Pembelajaran
Tidak Pernah Jarang Sering Selalu 0
20 40 60 80 100
1 2 3 4 5 6 7
83 83
33 83
67 67
17 17 17
67
17
33 33 83
Presentasi Jawaban
Item Nomor Pertanyaan
Sarana dan Prasarana Pembelajaran
Ya Tidak
information that supports clear arguments by questions and problems, motivates students to argue in class, trains students to make observations in practicum, train students to do experiments
Diagram 4.6 Student Perceptions Regarding the Use of Learning Media.
Based on diagram 4.6 above, nine students who were asked questions about the use of media, it was found that in general teachers rarely used media in the learning process. This can be seen from the responses given, from ninety students, 75.6% to 87.8% of them answered rarely.
Diagram 4.7 Students' Perceptions of the Process of Delivering the Material given by the Teacher.
Based on diagram 4.7 above, In general students stated that the delivery of the material described by the teacher was difficult. There were 9 students who answered questions, 75.6% to 86.7% answered that it was difficult to understood of the material in class, adjusted to the teacher's explanation of the learning material, it was difficult to understand complex Biology material, and the teacher gave examples according to the student handbook.
E. Conclusion
Based on the results of research, it can be concluded that the condition of Biologyinstruction in senior high school in North Konawe are the learning model that often applied is direct instruction. Learning is oriented towards mastering the concepts of Biology
8.9 13.3 10.0 14.4 17.8
87.8 83.3 82.2 80.0 75.6
3.30.0 3.30.0 7.80.0 5.60.0 4.42.2 0
20 40 60 80 100
8 9 10 11 12
Frekuensi Jawavan
Item Pertanyaan
Media
Tidak Pernah Jarang Sering Selalu
8.9 10.0 14.4
5.6
17.8 84.4 86.7
80.0 85.6
75.6
6.7 3.3 5.6 8.9 6.7
0 20 40 60 80 100
13.0 14.0 15.0 16.0 17.0
Frekunsi jawaban
Item Pertanyaan
Penyampaian Materi
Sangat sulit Sulit Mudah Sangat Mudah
which are conveyed through the methods of lectures, discussions, and assignments. Learning has not been fully implemented in an interactive and fun manner which fosters the creativity of students because it tends to be dominated by teachers (teacher centre). Learning activities that stimulate students to think critically are not yet visible. The involvement of students in learning activities is still lacking because they only listen and record what the teacher says. The use of instructional media is still limited, it only focuses on students' textbooks. Learning evaluation is still dominant at the level of remembering and understanding, instruments to measure application and analysis skills are not yet visible
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