Integrated Learning Profile In Science Subjects at Junior High

School

Soesy Sri Wulandari1, Prabowo2, ZA. Imam Supardi2

1
Junior high school 10,Jl. Nusa Indah 25 Jember 68118, Indonesia
2
Science Education, Post Graduate Program, Universitas Negeri Surabaya, Jl. Ketintang 30
Surabaya 60231, Indonesia
soesyhadi@gmail.com

Abstract. This study aims to determine about the integrated learning profile in science subjects
in junior high school. The thing that will be analyzed is how to process the integrated learning
planning in science subjects in junior high school. The data collection is described and
analyzed through the reduction and examination process which validity used triangulation
method. The descriptive analysis results found the answers to research questions. Then, the
researchers drew a conclusion from the results of research.
The results of the study found that teachers did not apply integrated learning that involves
cognitive, affective, and psychomotor aspects.
Based on these findings, it can be concluded that the integrated learning profile in science
subjects in junior high school do not equivalent to the characteristics of integrated learning.
The main cause of the condition is that teachers did not understand the characteristics of
integrated learning in science subjects.

1. PRELIMINARY
The Government of Indonesia has enacted the 2013 curriculum, which begins in the odd
semester of 2013/2014 and is done in stages. The 2013 curriculum appears based on the
evaluation that the implementation of the 2004 and 2006 curriculum only emphasizes
cognitive development. It doesn’t not depict competence of attitudes, skills and knowledge
holistically yet (Sisdiknas, 2012). These three aspects of the Curriculum 2013 are formed in
four core competencies. They are spiritual attitude competence (Core Competence 1), social
attitude competence (Core Competence 2), knowledge competence (Core Competence 3), and
skill competence (Core Competence 4).

Three semesters after the implementation of Curriculum 2013, on December 5, 2014,

Mendikbud issued letter no. 179342 / MPK / KR / 2014, concerning the implementation of
the Curriculum 2013. It is addressed to Principals throughout Indonesia, to end the
implementation of the 2013 Curriculum for schools that have implemented it only one
semester, and re-use the 2006 Curriculum. But it differs for schools that have been
implementing the Curriculum 2013 for three semesters, they may continue the curriculum as
the development and pilot schools of curriculum implementation 2013. After it is repaired and
matured, the new dissemination process done in other schools. So starting 2014 year,
Indonesia applies two curriculums they are curriculum 2006 and curriculum 2013.

Piaget mentioned that junior high school children experience cognitive development at the
operational stage. The main characteristic of development at this stage is the child is able to

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think abstractly and logically by using the "possible" thinking pattern. Scientific thinking
models with deductive and inductive hypothetic types have begun to have children, with the
ability to draw conclusions, interpret and develop hypotheses. At this stage the child's
thinking condition can work effectively and systematically, analyzing in combination.

Integrated meaning in science learning is the interrelationship between various aspects and the
material contained in Basic Competence IPA, so it delivers one or several learning themes.
Integrated learning can also be as learning material that combines several subjects or studies
of science in a theme. Integration in science learning is intended to make science learning
more meaningful, effective, and efficient.

Integrated learning is carried out with the starting point of a topic or theme chosen and
developed by teachers with children, by studying and exploring the concepts of the theme.
Besides that, integrated learning is based on an inquiry approach that involves children in
planning, exploring and exchanging ideas, and children are encouraged to work in groups and
are encouraged to reflect on their learning activities so that they can improve independently.
Meanwhile, according to Joni R, integrated learning is a learning approach that links two
relevant or more relevant concepts from an intra subject or several relevant concepts from a
number of subjects (among others) (Joni 1996: 25). In this case the linking of some concepts
must be relevant and cannot be imposed or simply linked. This means that the linkage should
consider things like student needs, attract students, tailored to the curriculum and function to
streamline learning activities, so that students gain new knowledge and gain an opportunity to
apply their newly acquired knowledge in new, increasingly rich situations in accordance with
meaningful learning principles.

Gillian, Collins and Dixon said that integrated learning will be accomplished in the event of
an event or exploration of topics to be the driving force of the curriculum (Gillian 1991:
6). "Thematic instruction is based on the idea that people acquire knowledge in the context of
a coherent" whole ", and when they can connect what they're learning to the real world"
(Funderstanding, 2011, April 14). Students gain the best and "complete" knowledge if what
they learn is linked to the real world. The development of students depends on the extent to
which students are manipulating and interacting actively with their environment, Piaget said,
"development depends on the large part of the child's manipulation of active interaction with
the environment "(Slavin 1996: 31). This means that the environment plays an important role
in students' cognitive development. Students who learn through the real situations that exist in
their learning environment that presents real situations in the environment around them will
lead to learning meaningful. It is because by direct experience to the surrounding
environment, students will understand the learning concepts by connecting to the concepts
that have been understood.

Through integrated learning, learners can gain hands-on experience, so it can strengthen them
to receive, store, and apply the concepts they have learned. Thus, learners are trained to be
able to find their own concepts that are studied thoroughly (holistic), meaningful, authentic
and active.

From some of the characteristics of integrated learning above, it shows that the integrated
learning model is in line with several streams of modern education that is included in the flow

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of education progresivisme. Progressive education genre views education that prioritizes
child-centered education, as a response to teacher-centered educational implementation and
on teaching materials. The primary purpose of the school is to improve practical intelligence,
and to make children more effective in solving problems presented in the context of the
experience (William F. O'neill, 1981).

The integrated learning model of connected model according to Fogarty is: "model focuses on
making explicit connections with each subject area, connecting one topic to the next,
connecting one concept to another, connecting one day's work to the next, or even one
semester's ideas to the next ". This understanding shows that the focus of the connected model
is on the relevance of the whole field, the interrelationship between the topics, the
interrelationship between concepts, the interrelationship between skills, linking tasks today
with subsequent even ideas learned in one semester with ideas learned in semester next in one
field of study.

Based on the curiosity of researchers on the implementation of integrated learning in science

subjects, the researchers held a preliminary study in junior high schools in the District Patrang
and District Sumbersari. Preliminary study was conducted in February - March 2013, at ten
SMPNs in two sub districts by distributing questionnaires to 36 teacher respondents from
junior high school grade 7 to grade 9. The result of questionnaire analysis obtained
information that 32.78% of respondents have not implemented integrated learning and
67.22% is just at the stage of making an RPP in accordance with Integrated learning, but
rarely implementing integrated learning. Most of the respondents admitted experiencing
difficulties in implementing Integrated learning because it is difficult for students to
understand and it confuses the students. Some of the difficulties of respondents in
implementing Integrated learning is difficulty in connecting certain materials or competencies
that have interrelated characteristics while still guided by standards competence and basic
competencies, in making learning tools, in evaluating and in allocating time.

Based on the above description, the researcher wants to study the integrated learning profile
on the science subjects which is suitable with the characteristics of junior high school
students. This research is very important to reveal how Integrated Learning Profiles on
Science subjects In Junior High School can develop cognitive, affective, and psychomotor
aspects in a balanced way, using learning methods that involve students to be active in
learning. If this profile is not disclosed, then it is feared that the implementation of a
curriculum does not go as expected and still carry out the more dominant learning to develop
cognitive aspects, so that the ideals of human development as a whole cannot be full filed.

This study revealed an integrated learning profile in science subjects in junior high school.
Based on integrated learning profile in science subjects in junior high school, it is expected to
reveal the characteristics of science learning that can develop all aspects of students and
learning that involves students actively construct their own knowledge. It is expected that the
results of this study can improve the implementation of a curriculum so as not to be trapped in
the development of cognitive aspects only.

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 2. Research methods
This study reveals integrated learning in science subjects in junior high schools. It aims at
profiling integrated learning in science subjects in junior high school. This research is a
qualitative study. It conducted on a natural setting based on the context of a fact in the field.
The natural intuition requires facts as unbreakable wholeness which cannot be separated from
its context (Lincoln and Guba, 1985: 39). Teachers, 7th and 8th grade students at SMP Negeri
10 Jember and SMP Negeri 3 Jember were involved as research subjects.

The data in this study were obtained using observation techniques, interviews, documentation
of activities and portfolios. Observations were conducted based on teacher's performance in
planning the learning. The focus of research is to know the implementation of integrated
learning on science subjects, integrated learning process on science subjects and evaluation of
student learning outcomes integrated on the subject science.

3. Results and Discussion

Based on the research findings, how the implementation of integrated learning on science
subjects in junior high school, obtained four things: 1) The order of the material in learning
had not been considered, 2) the learning of cognitive aspects lacked the development of high-
level thinking skills to students, 3) Schools cooperated with parents in developing affective
aspects, 4) Psychomotor aspects developed tended only to the presentation of group
assignments / outcomes, 5) lesson method lacked of giving opportunities for students to find
his own knowledge, and 6) Teachers felt lack of time in conveying learning schedule.

3.1. Sequence of Material in Integrated Learning

The research findings for focus II are the order of the material in the thematic lessons had not
been considered yet. The material order in integrated learning is determining the previous
concept before the students master the next other concepts.

Presentation of the material in sequence will allow students to understand a concept /

material. According to Piaget (Slavin, 2011: 42-43), every child has a tendency to interact
with his environment and to understand the so-called scheme. An understanding of the object
takes place through assimilation and accommodation. Assimilation is the process of
understanding new objects or events based on existing schemes, while accommodation is
changing existing schemes to fit with new situations. The presentation of the material in
sequence allows the interrelationship among the materials. And, it facilitates students to
understand other subject matter which associated with the previous subject matter that have
been studied before. The same is put forward by David Ausubel (Woolfolk, 2009: 68), by
developing a way called an advanced organizer, "drawing attention to what is important from
upcoming material, highlighting the relationships between ideas to be presented, and remind
you of relevant information you already have ". Based on Ausubel's opinion, the learning
sequence will help the students connect the material they have with the new knowledge to be
learned.

3.2. Implementation of Learning Cognitive Aspects (KI3)

The research for cognitive aspect learning found that in the three schools, learning tends to be
more emphasized at C1 to C3 levels. Based on the cognitive level of Bloom, C1-C3 levels are
included in low-level thinking categories, while C4-C6 levels are included in high-level

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categories.

In Permendikbud No. 24 of 2016 on the Curriculum 2013 SMP / Mts, stated that "The 2013
curriculum develops a learning experience that provides students with widespread
opportunities to master the competencies needed for life in the present and the future".

The competencies required in the present and future or in the 21st century are high-level
thinking, as stated in Partnership for 21 st Century Skills (2009: 1), "students must also learn
the essential skills for success in today's world, such as critical thinking, problem solving,
communication and collaboration ". Collins (2014, Aug. 29) stated that "It is hard to imagine
a teacher or school leader who is not aware of the importance of the higher-order thinking
skills to prepare young men and women to live in the 21st Century". So it's important to
develop high-level thinking skills to succeed in the 21st century.

Assaraf & Orion (2010): Students are able to demonstrate high-level thinking skills such as
analyzing and identifying mutual relationships, and Fisher (2001) research results are: through
group discussion, students are able to develop thinking skills and cognitive conflict skills, In
line with that thought, delivered by Jacquelyn F. Gamino (2010), to teach high-level cognitive
strategy, it will improve the ability of high-level thinking and student learning better. Based
on the discussion, the teacher should develop students' ability at a higher level.

3.3. Implementation of Affective Learning

Based on his study of character education at school, Chapman (2011) suggested that schools
provide several days each week, to carry out character education activities, even ten minutes
each day, the impact on students will be more defined. The access of special time provided for
character education, will ensure the implementation of these activities, so that, it will have a
positive impact on the development of student character.

The interesting thing done by SMP Negeri 3 Jember is the involvement of parents in
monitoring the implementation of the character of students at home, that is through internal
report at homeroom at the end of semester. Teachers monitor the character of the students on
the activities in the school while the parents monitor the character of the students on the daily
activities of students at home, which includes spiritual aspects and social aspects. Some
opinions on the importance of schools in collaboration with parents in developing character
education proposed by (Permono, 2013: 35), According to Urie Bronfenbrenner (Harvard
Family Research Project, 2006: 1), "without family involvement, intervention is likely to be
unsuccessful, and what few effects are achieved are likely to disappear once the intervention
is discontinued". It means that without family involvement, interventions may work, and the
effects are likely to disappear after intervention is stopped. The same is stated by Lickona
(1998, 36). ), "The likelihood of lasting impact on the character of a child is less when school
values are not reinforced at home". It means that the likelihood of a lasting impact on the
character of the child is less when school values are not reinforced at home.

School co-operation with parents in developing character will cause students to get use to
good habits, both at school and at home. These habits will gradually become student
characters. According to Helen G Douglas who was directed by Samani & Hariyanto (2011:
41), "Character is not inherited. One builds its daily by the way one thinks and act, thought by

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thought, action by action". It means the character is not inherited, but something that is built
continuously day by day through thoughts and deeds, mind by thought, action by action.
Based on these discussions, it is recommended that schools provide special time for the
implementation of character development in schools and involve parents in developing
character at home. If this is done, then students will always do good in school or at home. The
habits that have become the character of the child will be carried away until they grow up.

3.4. Implementation of Psychomotor Aspect Learning

Based on the result of data analysis, it is found that learning of psychomotor aspect which is
often done is presentation of discussion result / group task. Based on the analysis of RPP and
based on observation, the teacher had not made the criteria of appraisal of the presentation of
the students. Also found, there were teachers who had not provided good presentation skills to
students, for example when a student performs a presentation with a small voice, the teacher
does not remind him.

Psychomotor aspects of learning in the 2013 curriculum are more likely on presentation of
discussion results or group assignments. This will have a very important effect on student
development on that aspect. Presentation skills in front of the class are communication skills.
Such skills are indispensable for higher education and future careers, as revealed by Al-Nouh,
Kareem, & Taqi (2015: 136), "Oral presentation skills are considered one of the most
important proficiencies needed for higher education and careers”. Meanwhile, according to
Shauki & Benzie (2014: 54), "preparing themselves to participate and compete in the
competitive environment is mainly related to their communications skills and performances
are highly needed". It means to prepare in participating and competing in a competitive
environment especially related to their communication skills and performance, it is urgently
needed.

The things that often happen to students is firstly the students feel afraid to present the results
of their tasks in front of the class. But with repetitive exercise, it will make students more
provoked. It is as proposed by Sheets & Tillson (nd: 4) that "the fear of participating in oral
communication activities are learned or reinforced by experience". An important presentation
skill for primary school level is to teach students to speak up in front of others. Teachers
should always remind students to speak loudly so that students sitting in the back can hear,
using Indonesian Standard language, stare forward / audiences, and explain it coherently.

The learning process has been influenced by the ability of teachers in preparing the lesson. In
the Nasional Standard (SNP) Article 28, it is argued that "Educators must have academic and
competence qualifications as learning agents, physical and spiritual healthy, and have the
ability to realize national education goals". According to the SNP explanation, "educators as
learning agents are the role of educators among others as a facilitator, motivator,
encouragement, and aspirator learners for learners."Teacher as a facilitator has an important
role in facilitating students to learn optimally”. According to constructivism, learning is an
active process in which students build their own knowledge. It means that students should be
more actively seeking and solving learning problems, involving all their senses. As a
facilitator, teachers should be able to design lessons, using methods, media, learning resources
to facilitate students to be active during the learning process, and teachers should be able to

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help students experience the same thing.

Mulyasa (2007) states that "the teacher is an important factor that has a great influence on the
success of learning, even determines the success of the learners" (p.54), while Opara &
Oguzor (2011: 188), "Undoubtedly, the quality "which means the quality of education is a
direct consequence and result of teacher quality and teacher education. The role of the teacher
is not easy, therefore every teacher must meet the academic qualification standards and
competency standards.

Discovery method in the simplest sense put forward by Abruscato & DeRosa (2010: 42):
"coming to know something you did not know before". According to Sund & Trowbridge
(1973: 62), "a discovery activity is a lesson designed for students through mental processes,
discovering themselves in concepts and principles. Based on these explanations, discovery is
a learning method that provides an opportunity for students to discover concepts / principles
through their mental processes. The mental process is to observe, classify, measure, predict,
explain, and conclude. The essence of the discovery method is that students find their own
knowledge.

A method similar to the discovery method is the inquiry method. According to NSES:
"Inquiry refers to activities of students in which they develop knowledge and understanding
of scientific ideas, as well as an understanding of how scientists study the natural world"
(Abruscato & DeRosa, 2010: 42). While Hassard (2005: 20) states inquiry as "a way of
questioning, seeking knowledge or information, or finding out about phenomena". In the
inquiry method students learn to find something like scientists find science. Scientists
discover science through a series of processes called scientific methods, they are identify
problems, hypothesize, collect data, analyze data, and draw conclusions.

In line with the above research is a study conducted by Kasmudin Mustapa (2014), it was
found that to create an effective online learning strategies and improve high-order thinking
skills, it is necessary to provide material that attracts attention, material availability and
theories, the use of simulation and visualization, quizzes and other evaluations, as well as
maximize the process of frequently asked questions, interactions and discussions. Problem
Based learning is also strongly recommended to improve the ability of high-level thinking as
presented by Alias Masek and Sulaiman Yamin (2010).

Based on some of these studies, it is better if the learning or investigation is still guided by the
teacher. In guiding the students to do the investigation, Bell, Smetana, & Binns (2005)
detailed the extent of teacher involvement in guiding students and divided it into 4 levels,
level 1 is confirmation (confirmation), level 2 is structured (structured), level 3 is Guided
(guided), and level 4 Open (open), and presented in table4.5.

Level of inquiry Question? Methods? Solution?

1 √ √ √
2 √ √
3 √
4

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Based on table 4.5, on level 1 inquiry, questions and methods are given by the teacher, even
the solution is already known. For level 2, questions and methods are given by the teacher, but
the answer is unknown, for level 3, questions are given by the teacher, the students plan their
own method or how to solve the problem, while level 4, students act and move as scientists,
students seek question, plan the method, and get the answer themselves. In applying discovery
and inquiry methods, teachers can choose the level according to the students' ability, for
example for low-grade students preferring a larger teacher role to train students to become
familiar with the scientific method, if they accustomed to it, the teacher can upgrade to a
higher level.

Based on the discussion it is suggested to the teacher to more often complete the Student
Book by arranging LKS inquiry and discovery. It is very important to do it more to encourage
students thinking at a higher level of thinking.

6. Organize Learning Time.

The research findings are that teachers felt the lack of time in thematic learning so that many
materials are not delivered. This condition was experienced by teachers in SMP Negeri 3
Jember, because the teachers are also given an extra task to guide OSN students and others.

Another thing that leads to the time reducing in thematic learning was the lack of teachers'
ability to organize learning. The existence of a national day was also one of the causes of
reducing learning hours. The integrated learning was designed for 2 meetings per week, so if
there was a national day in a week, it meant less than one day of integrated learning hours.
Besides that, there were also school events and Diknas events that caused learning couldn’t be
implemented. This was found by the researchers when doing observation of learning at the
school, at the time, Diknas held a fun walk event which must be followed by all school. It was
conducted on Saturday, nonetheless according to schedule, the learning process on Saturday
was for 3 hours lesson.

The reduced learning hours due to these events would cause some lesson materials couldn’t
be taught so that the required indicator couldn’t be achieved. Based on these conditions, it is
advisable to the teacher to organize the lesson by analyzing the KD and the material in the
Teacher's Book and Student Book, which materials required emphasis and which materials
require less discussion, attained to the indicator achievement.

4.Conclusion
Integrated learning in science subjects in both schools is not in accordance with the
characteristics of integrated learning in science subjects. The main cause of the condition is
that teachers have not understood the characteristics of integrated learning in science subjects.

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