CHAPTER ONE INTRODUCTION
This chapter will discuss background of the
study, problem of the study, purpose of the study, significance of the
study, scope and limitation of the study and definition of the key terms.
A.
Background of the Study The reform
of national education
system is carried
out to meet
national education visions;
that is the
educational system as
a strong and
reliable social institution
for facilitating the
development of all Indonesian citizens
who have good quality in all aspects, so that they will
be able to face the challenge of the era which
tends to change
. Concerning with
those visions, it
has been set up
a number of principals of the educational operation as basic in accomplishing the reform of national education.
In
line with the
presence of the
educational reformation, the
responses given by the schools
are through paying attention to educational implementation which is done at school, they are the learning
process done in class. This attention is employed
by changing the
teaching paradigm (old
paradigm) to learning paradigm (new paradigm).
In the 21st century, this is signed by the
basic change in all of life aspects, especially the change in
politic, law and
economic have created
the very Badan Standar Nasional Pendidikan, Peraturan
menteri Pendidikan Nasional Nomor 41 Tahun 2007, Standar proses Untuk satuan Pendidikan
Dasar dan Menengah, hlm. 5 significant change
in educational system
in Indonesia. In
2003, it has
been approved the
Law Number 20,
2003 on national
education system. This
has created a significant impact
to the change of curriculum system in Indonesia.
37th
section of the
law on national
education system states
that social science (IPS) is an obligatory content which
must in curriculum of primary and junior
high school. The one of implementation of the law certainty is the creation of
the government regulation
number 19, 2005
on the educational national standards (SNP). This government regulation
gives adirective about the important of arrangement
and application of the educational
national standard. There
are eight standards.
Those are content
standard, process standard,
graduation competency standard,
teacher and educational labor standard, instrument standard, management standard, funding standard and
educational evaluation standard.
The
certainty about the
implementation of the
law and regulation
is the creation of a policy about the educational
unity level curriculum (KTSP) and the national education
minister regulation (Permendiknas) Number
22, 2006 on content
standard and the national education minister regulation number 23 in 2006 about graduation competency standard (SKL)
with theKTSP guidance which is created
by educational national standard agency (BSNP). Then in 2007, it is also creates
the national education
minister regulation number
41 about process standard According
to the mandate
of implementation of
educational unity level curriculum (KTSP)
explained in national
education minister regulation (Permendiknas)
number 22, 2006
on content standards and
national education minister regulation number 41, 2007 on process
standards explaining the learning process.
In the content standard has been explainedthat the application of natural science
(IPA) and social
science (IPS) for
elementary and primary
school is applied in integrated way. In relation to the
learning process it has been explained in
process standard.
This
integrated natural and
social learning is
as the implementation of curriculum
suggested to be implemented for primary
school (SD/MI) up to junior high
school (SMP/ MTs) level . However,
learning process of social subject (IPS) of SMP/ MTs is not fully implemented
in integrated way in its implementation.
Moreover, it is still applied separately. It
means that competency standards (SK) and
base competency (KD)
achievement of social
subject are still
implemented based on
each study such
as sociology, history,
geography, politics, economics, law and culture.
From
the interview done
by the researcher
to Mr. Yaqub
as one of the
social science teachers and vice
principal of curriculum field in MTsN. Balen of Bojonegoro, he said: MTs
N Balen sudah
menerapkan IPS Terpadu,
meskipun MTs lain belum berani
melaksanakannya. Sebenarnya, sulit juga untuk
melaksanakannya karena ada
beberapa guru yang tidak siap
untuk menyampaikan materi secara terpadu.
Tetapi,
guru harus dipaksa
hingga mereka mampu melaksanakan IPS
Terpadu meskipun masih
mengalami kesulitan” (Interview
on November 27, 2009).
Departemen
Pendidikan Nasional-Badan penelitian dan Pengembangan Pendidikan NasionalPusat
Kurikulum, Model Pembelajaran IPS Terpadu, hlm. 4 From
the case study,
the researcher can
draw a conclusion
that the application
of learning process
of social science
has not fully
been applied in integrated
way at schools of Bojonegoro. The question will arise then, how are the others MTs that does not apply Social science
in integrated way? Will they keep applying
social science separately toward the limitation of teachers’ competence? Based on the elaboration above, the research
on “The Implementation of Integrated Social
Science Instruction at
MTsN. Balen of
Bojonegoro” is important to do.
It is because we need to solve theproblems of learning process implementation
of an integrated
social science. The researcher chooses
MTs.N Balen of
Bojonegoro because the
school is under
the leadership of the
religion department (DEPAG)
that applies social
science learning process
in integrated way. MTs.N Balen of Bojonegoro has good enough
human resources as well, in which the
teachers have postgraduate degree.
To limit and broaden the study of the
research, theresearcher only focuses on the design and the implementation of learning
process of an integrated social science.
The
evaluation of learning
result and the
observation of learning
process explained in process
standard.
B.
Research questions Based on the
study above, the researcher puts questions as follow: 1.
How the concept
of integrated social
science that is
implemented in MTsN.
Balen? 2. How is the implementation of an integrated
social science in MTsN. Balen? 3. What are the strategies applied by MTsN.
Balen to overcome the obstacles of implementation
of an integrated social science? 4. What
are the factors
being the obstacles
of implementation of
an integrated social science in MTsN. Balen?
C. Purposes of the study `
Based on the research questions above, the objective of the research is
as follows: 1.
To explain the
concept of integrated
social science that is
implemented in MTsN. Balen 2. To
explain the implementation of an integrated
social science instruction in MTsN.
Balen 3.
To identify the strategies applied by MTsN. Balen to overcome the
obstacles in the implementation of an
integrated social science instruction 4. To identify the factors being obstacle in the
implementation of an integrated social
science instruction in MTsN. Balen D. Significance of the study 1.
Theoritical advantage The result
of this research
is expected to
be able give
advantage for science development, especially in integration
instruction. Besides that, the result of
this research can be a reference in develop the curriculum in primary and
junior high school, especially in social
science.
2.
Practical advantage This research
is expected to be able to give advantages for: 1.
Religion Department The Result
of the research
is expected to
be the references
for Religion Department
to formulate guidelines
for implementation of
an integrated social science in Islamic Junior High School
(MTs) 2.
MTsN. Balen The result of the
research is expected to be able to be used by social science teacher in MTsN. Balen in developing the
implementation of social science.
3.
Islamic Junior High School (other schools) The result of the research is expected to be
used by other Islamic Junior High School
(MTs) which has not applied yet the implementation of social science in integrated way as the references.
4. Next
Researcher The result of the research is
expected to be the references to develop research in an integrated study in primary and high
school level.
E.
Scope and limitation of study The researcher focuses this research on
the implementation of integrated social science
instruction at MTsN.
Balen of Bojonegoro.
This research is conducted
in MTsN. Balen Bojonegoro on jl. PUK III number 529.
F.
Definition of the key terms In order
to avoid misunderstanding of
the reader, it
is very important
to define the key terms used in
this research, it is: An integrated
social science instruction According to
Sapriya, the term
“social science” (IPS)
is the name
of a lesson in elementary and primary school or the
nameof a program in college. It usually
called “social studies” in abroad school, especially in Australia and USA.
“Social science” has known since 1970s in
Indonesia. It is as an agreement result of
academic community and
formally it has
used in national
education system since 1 th curriculum.
In document of 1 th curriculum, social science (IPS) is name of an integration lesson of
history, geography, economics and other social science.
The
curriculum center puts
the definition of
social science is a
lesson which its source is from
society social life. The source is selected by using social science
concepts used for
the learning importance.
According to Nursid
in a document
of curriculum development,
he has an
opinion that the
purposes of social
science lesson are
to develops the
students’ potency in order
to sensitive with
the social problems
in societies, the
students have positive mental
for improvement of all of
imbalance, the students are also able to solve every daily problems both in their selves and the
societies The curriculum center also
explain that social science (IPS) is integration from
some social science
branch, such as
sociology, history, geography, economics, politics, law and culture. The social
science is formulated based on the reality
and social phenomenon, in which create a interdisciplinary approach from aspect and branches of social science
(sociology, history, geography, economics, politic, law and culture). Social science
(IPS) is part of school curriculum which is descended from the material contents of social
science branch, such as: sociology, history, geography,
economics, politic, anthropology,
philosophy and social psychology. The integration of social science
branches is drawn as follow: Picture 1:
The integration of social science branches (Adopt from Curriculum Center) The integration of social science (IPS) in
this research is the integration of some branches
only, appropriate with
arranged lesson in social science
(IPS) curriculum in
primary school. They
are economics, sociology,
geography and history.
According to the
government mandate in the
content standard that
the four lessons is applied by
integrated not separately.
Social Science Anthropology Sociology Geography History Philosophy Social psychology
Economics Politics CHAPTER TWO A REVIEW OF THE LITERATURE This
chapter will explain
some reviews of
the literature based
on the problems of the study. This review of the
literatures will be used as base to answer the research question. The review of
literatures contains of the meaning of social science,
the meaning of
integrated learning, the
meaning of integrated
social science, the learning mode
of integrated social science and the implementation on integrated social science instruction.
A. The
meaning of social science The “social
science” term in
Indonesia has known
since in 1970s
as an agreement
result of academic
community. Formally, it
has used on
national educational system
curriculum since in
1975. The curriculum
document explain that social science is one of the name of a
lesson gave in primary and junior high school. Social science (IPS) is an integration
fromsome social science discipline, such
as: Sociology, History, Geography, Economics, Politics, Law and Culture.
The
“social science” term
is also called
“social studies”. This
term is known in abroad. Firstly, the “social studies”
termwas in the National Herbart Society
papers of 1896-1897.
This stated that
social studies as
a delimiting the social
science for pedagogical use. Then this meaning be a basic in the document “Statement of the Chairman of Committee on
Social Studies”. The document state that
social studies as a specific field to utilization of social science data as a
force in
the improvement of
human welfare. This
definition has same
meaning from Heber Newton. He says that social studies as a
specially selected from the social sciences for
the purpose of
improving the lot
or the poor
and suffering urban worker .
Wesley
(in Sapriya) says
that the social
studies are the social
sciences simplified for
pedagogical purposes. This definition was more popular because it is become a legal definition. In 1993, the
NationalCouncil for the Social studies (NCSS)
formulated social studies is the integrated study of the social sciences and humanities
to promote civic
competence. Within the
school program, social studies provides coordinated, systematic study
drawing upon such disciplines as anthropology, archeology,
economics, geography, history,
law, philosophy, political
science, psychology, religion
and sociology, as
well as appropriate content
from the humanities,
mathematics and natural
science. The primary purpose
of social studies
is to help
young people develop
the ability to make
informed
and reasoned decision
for the public
good as citizens
of a culturally diverse, democratic society in an
interdependent world.
There
are some explanations of social science disciplines: 1.
Anthropology According to the scientific
dictionary, anthropology is the research
of human and their living.
Anthropology is also studies about the cultural on all of technology development level. Anthropology
divides on some specialization, such Sapriya,
Pendidikan IPS Konsep dan Pembelajaran, PT. Remaja Rosda Karya, 2009, hlm. 9 as
social anthropology, ethnography,
language anthropology, physical anthropology, archeology and primatology.
2.
Economy Economy is
a science investigating
about household regulation.
An investigation about
the scarcity of the sources
to fulfill the
no limited human necessary.
Economy divides on micro economic and macroeconomic.
3.
Geography Geography is earth
science. The expert study about earth
surface how the human influence the
physical environment and on thecontrary.
4.
History History is an
investigation study about human living in the past time. The expert
is interested to
study about the
human activities such
as politics, laws, military,
social, religion, creativity, science andintellectual.
5.
Politics Politics is state
science. This studies about public policy. Specially, this is study about the government levels and the
government functions.
6.
Psychology The psychiatrists
investigate the attitude
of an individual.
They study about learning, growing, developing, thinking,
feeling, group attitude, personality development
and abnormal attitude.
7.
Sociology Sociology investigates
about human attitude in groups. Primary purpose of sociology is social relation of human.
B. The
meaning of integrated instruction The
integrated instruction is the integration of some disciplines. This is a learning system that enables the students able
to find the concept. Besides that, the students get
direct experiences by the integrated
instruction. They can
force to accept, save, and produce the impressions what
theylearned.
To reach the purpose above, the integrated
that instruction can be applied by
integrate dthe curriculum. Integrated curriculumis curriculum that integrates a
number of disciplines through content,
skills and affective goal . A major
reason for integration
of subjects in
instruction was that in
life, most problems
and experiences are
interdisciplinary in nature; and weuse a multiplicity of skills to learn from experiences and to solve everyday
problems, no matter how simple or complex they
may be. The
emphasis in school
on subject matter
serves only to make
school irrelevant to students, who see little
connection between what they learn
in school and what they do outside of school.Thus, an integrated curriculum is more to the lives of the students. This
should help them to relate closely to the content and provide more intrinsic motivation
for them than a traditional subjectcentered curriculum.
Bruce
M. Frazee & Rose Ann Rudnitski, Integrated Teaching Methods .Theory, classroom
applications, and field-based
connections. Delmar Publisher, 1995, p. 133.
The superiorities of integrated instruction
are : 1.
There are some possibilities to understanding between the disciplines
because this focuses
on the content
of the lesson,
thinking strategy, social skill
and other ideas.
2.
One lesson can
relates with many
dimension until the
students reach and develop
more and more in teaching and learning.
3.
Motivate the students to study 4. Give attention on important field in one time
5.
Teaching and learning
time is more
effective and efficient
because the teachers do not need to reply the materials.
6. The
students have large describing about the learned materials.
7.
The students can
develop the key
concepts through until
the internalization process happened.
8.
The students able
to study, make
concepts, improve,
assimilate the ideas
in solve the problems.
C. The
Meaning of Integrated Social Science Integrated
social science (IPS
Terpadu) is a
learning program arranged from
some social science.
They are sociology,
history, geography, economics, politic,
culture and law.
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