Analyzing The 2013 National Curriculum in
Junior High Schools Based on
Integrated Science
Submitted for Integrated Science Course
Arranged by:
Annaya Keisa Fasya
2109264
Jihan Azhara Puteri
2100579
Sifa Pringgi Alzazeera
2102849
International Program on Science Education (IPSE)
Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
Universitas Pendidikan Indonesia
2021
Group 5 Members:
● Annaya Keisa Fasya (2109264)
● Jihan Azhara Puteri (2100579)
● Sifa Pringgi Alzazeera (2102849)
Analyzing the 2013 curriculum in junior high schools based on integrated science
Basic competencies
Subject matter
(Biology)
The Musculoskeletal
System in Humans:
3.1
Analyzing
motion in living
creatures, the human
musculoskeletal
system, and efforts
to
maintain the
health
of
the
musculoskeletal
system.
4.1 Presenting works
on various disorders
of
the
musculoskeletal
system, as well as
efforts to maintain
the health of the
human
musculoskeletal
system.
● Structure and
function of the
skeletal system
(Biology)
● Structure and
function
of
joints (Biology)
● Structure and
function
of
muscles
(Biology)
● Mechanisms of
muscle function
(Bio-Physics)
● Disorders in the
musculoskeletal
system
(Biology)
● Efforts
to
maintain
the
health of the
musculoskeletal
system
(Biology)
Learning
Integrated Science
● Observing the Biology
structure
and
function of the Bio-Physics
human skeletal
system, joints,
and
muscles
(Biology)
● Conducting
experiments to
understand the
structure
of
movement,
types,
differences, and
the mechanism
of muscle tissue
(Bio-Physics)
● Identifying
disorders in the
musculoskeletal
system,
preventive
measures, and
ways to address
them (Biology)
● Presenting the
results
of
observations and
identifications
regarding
the
human
musculoskeletal
system and its
disorders
in
written
form,
and discussing
them
with
friends (Biology)
(Physics)
3.2 Analyzing linear
motion, the influence
of forces on motion
based on Newton's
laws,
and
their
applications in the
motion of objects
and
living
organisms.
4.2 Presenting the
results
of
investigations into
the influence of
forces on the motion
of objects.
Motion and Force:
● Motion
in
objects
(Uniform
Linear Motion
and
Uniform
Circular
Motion)
(Physics)
● Speed
and
acceleration
(Physics)
● Newton's laws
of
motion
(Physics)
● Application of
Newton's laws
to the motion of
living
organisms and
objects
(Bio-Physics)
Physics
● Conducting
experiments on
regular
linear Phy-Math
motion
and
Bio-Physics
accelerated
linear
motion
(Physics)
● Performing
experiments to
measure speed
and acceleration
(Phy-Math)
● Conducting
experiments on
Newton's laws
and
analyzing
their relevance
to the motion of
living organisms
and objects in
everyday
life
(Bio-Physics)
● Reporting
or
presenting
the
results
of
investigations on
the influence of
forces on the
motion
of
objects
in
written
form
(Physics)
● Observing and
identifying the
motion processes
in plants and
animals
to
explain
their
application
to
objects, such as
aircraft
and
submarines
(Bio-Physics)
(Physics)
3.3 Explaining the
concept of work,
simple
machines,
and
their
applications in daily
life, including the
muscular work of the
human
skeletal
structure.
4.3 Presenting the
results
of
investigations
or
problem-solving
related
to
the
benefits of using
simple machines in
everyday life.
Simple Machines:
● Work (Effort)
● Types of simple
machines
(Physics)
● Mechanism of
simple
machines
(Physics)
● Mechanical
advantage
(Physics)
● Working
principle
of
simple
machines
in
human muscles
and
skeletal
structure
(Bio-Physics)
● Observing the Physics
operation
of
Bio-Physics
simple
machines, either
directly
or
through pictures
and
videos
(Physics)
● Identifying types
of
simple
machines such
as pulleys, wheel
and axle, and
inclined planes
(Physics)
● Conducting
experiments and
identifying the
mechanisms of
simple machines
and
their
relationship with
the
muscular
work of the
human skeletal
structure
(Bio-Physics)
● Reporting
or
presenting
the
results
of
investigations on
the benefits of
simple machines
in everyday life
(Physics)
(Biology)
3.4 Analyzing the
relationship between
the structure of plant
tissues and their
functions, as well as
technologies inspired
by plant structures.
4.4 Presenting works
derived from an
exploration
of
various information
sources
about
technologies inspired
by observations of
plant structures.
Plant Structure and
Function:
● Structure and
function
of
roots,
stems,
and
leaves
(Biology)
● Structure and
function
of
flowers, fruits,
and
seeds
(Biology)
● Structure and
function
of
tissues
(Biology)
● Technologies
inspired
by
plant structures
(Bio-Tech)
● Observing and Biology
identifying the
structure
and Bio-Tech
function
of
plants as well as
technologies
inspired by plant
structures
(Bio-Tech)
● Reporting
or
presenting
conclusions
based
on
observations and
experiments on
tissue structures
(Biology)
● Developing
a
plan
and
conducting
experiments on
technologies
inspired by plant
structures based
on observations
of plant structure
and
function
(Bio-Tech)
● Reporting
the
observations of
technologies
inspired by plant
structures
and
discussing them
with
friends
(Bio-Tech)
(Biology)
3.5 Analyze the
digestive system in
humans
and
understand
the
disorders that are
related with the
digestive
system
digestive system, as
well as efforts to
maintain health of
the digestive system
digestive system.
4.5
Present
the
results
of
investigation about
mechanical
and
chemical digestion
and
chemical
digestion
Digestive System in ● Observe various Biology
humans:
food ingredients
Bio-Chem
(Bio-Chem)
● Food substances ● Testing
the
Bio-Physics
(Biology)
content
of
● Test
food
foodstuffs
ingredients
containing
(Bio-Chem)
carbohydrates,
● Digestive organs
sugars, fats and
(Biology)
proteins
● Digestive
(Bio-Chem)
enzymes
● Identify
the
(Bio-Chem)
organs of the
● Diseases related
digestive system
to
digestive
and the process of
system (Biology)
digestion in the
● Efforts
to
body (Bio-Chem)
maintain
● Investigate
digestive system
mechanical and
health digestive
chemical
system
digestion
(Bio-Physics)
(Bio-Chem-Phys
ics)
● Gather
information about
diseases related to
the
digestive
system (Biology)
● Summarize,
report / present
the results of the
experiment and
discuss it with
friends. (Biology)
Additives
and ● Observe
Chemistry
Substances
foodstuffs in the
3.6 Explain various Additives:
Bio-Chem
surrounding
additives in food and
environment that
beverages, addictive ● Types
of
contain additives
substances, and their
additives
as well as news
impact on health
(natural
and
shows
on
artificial) in food
substance abuse.
4.6 Write a paper on
and
beverage
(Bio-Chem)
the
impact
of
(Bio-Chem)
● Identifying
additives
and ● Types
of
additives found in
addictive substances
addictive
food
through
abuse on health
substances
experiments
(Bio-Chem)
(Chemistry)
● Effect
of ● Identifying
additives
and
addictive
addictive
substances
and
substances
on
their abuse in
health
everyday
life
(Bio-Chem)
(Bio-Chem)
● Summarize and
report the results
of identifying the
types of additives
and
addictive
substances
and
their misuse in
life, and discuss
them with friends
(Chem)
(Biology)
Circulatory System ● Observe a model Biology
Blood:
of the circulatory
3.7 Analyze the
Bio-Chem
system (Bio)
circulatory system in
(Biology)
humans
and
● Identify
blood
Bio-Physics
understand disorders ● Components of
components,
blood
in the circulatory
organs in the
Bio-Physics-Chem
(Bio-Chem)
system, as well as
circulatory
efforts to maintain ● Circulatory
system, types of
organs
blood
the health of the
blood circulation
(Bio-Chem-Phy
circulatory system
in humans, and
sics)
various diseases
4.7
Present
the ● Types
of
of the circulatory
results
of
an
circulation blood
system.
experiment on the
(Bio-Chem-Phy
(Bio-Chem)
effect of activity
sics)
● Conduct
an
(type, intensity, or ● Diseases of the
investigation and
duration) on heart
circulatory
present a report
rate frequency
system
blood
on the effect of
(Bio)
activity
(type,
● Efforts
to
intensity,
maintain
duration) on heart
circulatory
rate
frequency.
system
health
(Bio-Chem-Phys
circulatory
ics)
system
(Bio-Physics)
(Biology)
Substance Pressure:
● Pressure
of
solids,
liquid,
and
gas
(Chem-Physics)
● Blood pressure
(Bio-Physics)
● Osmosis
(Bio-Physics)
● Buoyancy force
(Bio-Physics)
● Tissue capillary
4.8 Present data from
transport
in
an experiment to
plants
investigate
liquid
(Bio-Physics)
pressure at a certain
3.8 Explain the
pressure
of
substances and its
application
in
everyday
life,
including
blood
pressure, osmosis,
and capillarity of
transport tissues in
plants.
● Observe various Physics-Chem
phenomena
related to the Bio-Physics
pressure of solids,
Bio-Physics-Chem
liquids and gasses
as
well
as
pressure
in
human
blood
vessels
and
transport tissues
in
plants
(Bio-Chem-Phys
ics)
● Connecting the
pressure of liquid
pressure in an
enclosed
space
depth,
buoyancy
force, and capillarity,
for example in plant
stems.
with human blood
pressure, osmosis,
and capillarityv
(Bio-Physics)
● Conduct
experiments
to
investigate
the
pressure of solids,
liquids and gases
and identify the
factors that affect
them
(Chem-Physics)
● Present the results
of the experiment
pressure of solids,
liquids and gases
in the form of a
concept map and
discuss it with
friends
(Chem-Physics)
(Biology)
(Biology)
3.9 Analyzing the
respiratory system in
humans
and
understanding
disorders in the
respiratory system,
as well as efforts to
maintain respiratory
system health.
● Observing
the Bio-Physics
Respiratory
Respiratory
System
Model
Organs (Bio)
(Bio)
Respiratory
● Identifying
Mechanism
respiratory
(Bio-Phy)
organs,
Disorders in the
respiratory
Respiratory
mechanisms,
System (Bio)
disorders,
and
Efforts
to
efforts
to
Maintain
maintain
Respiratory
respiratory
System Health
system
health
(Bio)
(Bio-Phy)
Respiratory System
●
●
●
4.9 Presenting a ●
work on efforts to
maintain respiratory
system health.
Biology
● Writing a report
and
presenting
the results of the
identification of
organs,
respiratory
system
mechanisms,
diseases,
and
health
maintenance
efforts (Bio-Phy)
● Gathering
information about
the health risks of
smoking (Bio)
● Creating a poster
about the health
hazards
of
smoking (Bio)
(Biology)
Biology
3.10 Analysing the Excretory System
● Observing
a Bio-Chem
Excretory System in
presentation
or
●
Organs
Humans
and
model of the
comprising
Understanding
excretory system
the
excretory
Disorders in the
(Bio)
system
(Bio)
Excretory System, as
● Identifying
the
●
Structure
and
well as Efforts to
structure
and
functions
of
Maintain Excretory
functions,
the
excretory
System Health
disorders,
and
system
efforts
to
4.10 Creating a
(Bio-Chem)
maintain
Work
on
the
● Disorders in
excretory system
Excretory System in
the excretory
health.
Humans and Its
system (Bio)
(Bio-Chem)
Application
in
● Efforts
to ● Creating a written
Maintaining
maintain
work
about
Personal Health
excretory
maintaining
excretory system
system
health (Bio)
(Physics)
3.11Analyzing the Vibrations, Waves,
concepts
of and Sound
vibrations,
waves,
● Vibrations
and sound in daily
(Phy)
life, including the
● Waves (Phy)
human
auditory
● Sound (Phy)
system and sonar
● Human
systems in animals.
Auditory
SystemUtiliz
ation
of
4.11 Presenting the
sound waves
results
of
in daily life
experiments
on
(Bio-Phy)
vibrations,
waves,
● Sonar
and sound.
Systems in
Animals
(Bio-Phy
health
and
discussing it with
friends (Bio)
● Observing
the Physics
phenomena
of
vibrations
in Bio-Physics
pendulum swings,
waves
in
strings/springs,
and sound from
various
sound
sources.(Phy)
● Observing
the
mechanisms of
hearing
in
humans and sonar
systems
in
animals.(Phy-Bio
)
● Conducting
experiments
to
measure
the
period
and
frequency
of
pendulum swing
vibrations. (Bio)
● Conducting
experiments
to
measure
the
parameters
of
waves.(Phy)
● Identifying parts
of the auditory
system
to
understand
the
hearing
mechanism
in
humans.(Bio-Phy
)
● Performing
experiments on
sound frequency
and resonance to
explain the sonar
systems
in
animals.(Bio-Phy
)
● Presenting
the
results
of
experiments and
identifications in
the
form
of
written
reports
and
discussing
them with peers.
(Bio-Phy)
(Physics)
Physics
3.12 Analyzing the Light
Phy-Math
● Conduct
properties of light,
observations of
Bio-Physics
●
Properties
of
the formation of
phenomena
light (Phy)
images on flat and
related to the
●
Formation
of
curved surfaces, and
refraction of light
images
on
their applications to
in everyday life,
mirrors
and
explain the processes
such as rainbows,
lenses
of human vision,
the appearance of
(Phy-Math)
insect vision, and the
water on the road,
●
Human
principles of optical
and bent straws in
vision
devices.
a glass of water.
(Bio-Phy)
(Physics)
4.12 Presenting the
● Formation of ● Observe images
results
of
images
in
on mirrors and
experiments on the
insect eyes
lenses. (Physics)
formation of images
(Bio-Phy)
● Examine
the
mechanisms of
on
mirrors
lenses.
and
● Optical
devices
(Bio-Phy)
how the human
eye and insect eye
work and identify
their similarities
to
optical
instruments such
as
magnifying
glasses, cameras,
and
microscopes.(Bio
-Phy)
● Perform
experiments
to
investigate
the
formation
of
images on mirrors
and lenses and
identify the parts
of the eye and the
types of optical
instruments.
(Phy-Bio)
● Present the results
of experiments on
image formation
on mirrors and
lenses and the
identification of
eye parts and
types of optical
instruments in the
form of written
reports
and
discuss them with
peers.(Phy-Bio)
-
Column Chart
Subject
Total
Percentage
Biology
6
20,2%
Chemistry
1
3,3%
Physics
4
13,3%
Biology-Physics
9
30,0%
Biology-Chemistry
4
13,3%
Biology-Technology
1
3,3%
Physics-Math
2
6,7%
Physics-Chemistry
1
3,3%
Biology-Physics-Chemistry
2
6,7%
Total
30
10,0%
1. After you analyzed the curriculum, what were your findings? Have all the basic
competencies in the 2013 curriculum integrated at least two subjects (Physics, Biology, or
Chemistry)? Explain!
Answer:
Yes, in accordance with our curriculum analysis in the 2013 curriculum for 8th grade,
integration has already taken place. The analysis results reveal several integrations. For
example, the Biology-Physics integration achieved the highest percentage at 30.0%
and is present in subjects such as The Musculoskeletal System in Humans, Motion and
Force, Simple Machines, Digestive System in Humans, Circulatory System Blood,
Substance Pressure, Respiratory System, Vibrations; Waves; and Sound, and Light.
Other integrations include Biology-Chemistry, which scored a percentage of 13.3% and
is present in subjects like Digestive System in Humans, Additives and Substances
Additives, Circulatory System Blood, and Excretory System.
Biology-Technology achieved a percentage of 3.3% and is found in only one subject
matter, which is Plant Structure and Function.
Furthermore, Physics-Mathematics integration attained a percentage of 6.7% and can
be found in subjects like Motion and Force and Light.
Physics-Chemistry integration scored 3.3% and is present in one subject matter,
Substance Pressure.
Lastly, Biology-Chemistry-Physics integration achieved a percentage of 6.7% and can
be seen in subjects such as Circulatory System Blood and Substance Pressure.
2. Which is the highest and lowest data? Explain!
Answer:
According to our analysis on the 2013 curriculum for 8th grade, we concluded that,
● Biology-Physics has the highest data, with 9 occurrences. This means there are 9
instances or records in the dataset where "Biology-Physics" is the category. So, this
combined subject has more topics in each chapter.
● Chemistry has the lowest data, with 1 occurrence. This means there is only 1 record
in the dataset where "Chemistry" is the category.
3. What are the strengths and weaknesses? Explain!
Answer:
Curriculum 2013 for 8th-grade, as implemented in Indonesia as “Integrated Science”, has
its own strengths and weaknesses. These can vary depending on specific implementations
and regional contexts, but here are some general points to consider:
● Strengths
a) Real-World Relevance: This curriculum emphasizes real-world applications,
connecting scientific concepts to everyday life, which can enhance student
engagement and the practicality of scientific knowledge.
b) Interdisciplinary Skills: Students may develop strong interdisciplinary skills, as
they learn to approach scientific problems with a broader perspective, which can
be valuable in solving complex real-world issues.
c) Critical Thinking: This curriculum can promote critical thinking and
problem-solving skills, as students are encouraged to make connections between
different scientific principles.
● Weaknesses
a) Depth vs. Breadth: This curriculum may cover a wide range of topics but might
not delve as deeply into any single subject compared to separate, specialized
science courses.
b) Lack of Advanced Topics: Students who excel in a specific area of science may
miss out on advanced study opportunities in their areas of interest due to the
broad nature of integrated science.
c) Adaptation to Local Context: This curriculum may not always be well-suited to
local contexts and may not address regional scientific issues or priorities
effectively.
d) Resource Constraints: Schools with limited resources may struggle to provide
the necessary support. Because implementing an The 2013 Curriculum that
includes integrated science may require additional resources for materials,
teacher training, and technology.
4. What are your suggestions about the curriculum so that the curriculum can be better than
before? Please give an example of one of the basic competencies!
Answer:
The application of integrated science is already present in several subject topics in
the 2013 curriculum. However, we suggest further integrating these subjects with
technology related to 21st-century skills to enhance student inquiry. Some topics have
already incorporated technology contributions as well as other skills like communication.
Further adapting the content to local or surrounding conditions will help students relate
more and apply the knowledge they acquire to their immediate environment.
Additionally, there is a need for additional resources such as qualified integrated science
teachers, teacher training, and teaching materials.