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Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 2, Article 8 (Dec., 2016) |
Based on the literature review above, two main points can summarize our findings. First, in certain areas, Indonesia has less science content compared to other countries. Students in Indonesia have little understanding of science-global issues, and less content knowledge, procedural knowledge, and epistemic knowledge. Indonesian students also demonstrate less ability to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. In addition, in terms of attitudes, the student exhibit poorer attitudes towards science (ATS) in the curriculum, such as awareness of environmental issues. Due to the above problems, Indonesia’s PISA science ranking remains at the bottom level.
Second, Indonesia can draw several lessons from the PISA science test results of East Asian countries and Singapore: empowering science curriculum; qualifying pedagogy (teaching-learning); implementing assessment innovation; familiarising teachers with the types of PISA assessment of science learning; providing multiple resources, promoting science learning and global scientific literacy; synergizing teaching, learning and thinking; conducting mind-training through practical teaching; building a foundation based on the aspects of the nature of science (NOS); addressing the needs of a global knowledge-based economy, social capital, and development; and infusing technology in science learning.
The author would like to thank Professor Te-Sheng Chang, through the course of “Research seminar on educational reform”, Department of Education and Human Potentials Development, National Dong Hwa University, Taiwan, this paper was manifested. I am grateful to the anonymous referees and the journal Editors for their valuable suggestions on an earlier version of this article.
