Physics education:

need for further

action

Leo Sutrisno
Dept. Math and Science
Education
Faculty of Education
Tanjungpura University
Pontianak, Indonesia

List of Contents
1.1 Science education in Indonesia
1.2 Physics education in West Kalimantan

1
 In this section, an overview of education in Indonesia,
especially science education, will be presented and this will be
followed by a discussion of students' performance in science. The
central problem and the objectives of the study will be proposed.
And lastly, the stages of the study will be discussed. On the
commemoration of forty years of Independence, Kompas, the
biggest and most respected newspaper in Indonesia asserted that
two dominant issues in education were the decreasing quality of
education and the mismatch between school curricula and job
requirements (Note 1). These issues are raised periodically in the
press (Note 2). In this study the first issue will be addressed.
Two official sources of evidence, the National Evaluation
Project (Proyek Penilaian Nasional Pendidikan) and the 1979
Diagnostic Test, tend to support the first assertion: that the
quality of education provided in Indonesian schools is not
satisfactory. The 1979 Diagnostic Test results indicated that the
average of junior secondary school students' mastery of defined
curriculum content was about 51 percent and in remote areas,
such as Kalimantan was about 38 percent. Belen (Note 3), one of
the members of the Curriculum Development Committee,
believes that among the many factors which affect the quality of
education is the excessive burden of course content. Hasan (Note
4), the Minister of Education and Culture also believes that this
may be so. Vembriarto (Note 5), the Rector of the Teachers'
Training Institution (IKIP) of Yogyakarta, argues that the
decreasing quality of education has resulted from the need to
increase the quantity of education. In fact, the quality of
education and the quantity of education are seen as conflicting
demands. From 1945 to 1970 the enrolment in high schools has
increased by about 300 percent (Sharma, 1977). Enrolments at
other levels a similar factor. It can be argued that the explosive
increase schools and the provision of teachers, equipment,
buildings provided so rapidly could not have happened without
some effect on the quality in education.
On the other hand, Slamet Imam Santoso (Note 6), a
former member of the Education Reformation Council (Majelis
Pembaharuan Pendidikan), believes that there is no appropriate
2
base line for comparisons of quality to be made. Slamet Dayono
(Note 7), a former
Rector of IKIP Surabaya, believes that minimum standards should
be established. By minimum standards, he means a minimum
quantum of knowledge which should be mastered by all students.
Although the definition of such a minimum standard of education
has not been developed, there is a widespread feeling that
educational standards have decreased (Sharma, 1977; Rooseno,
(Note 8); Koendjono, (Note 9)).
In an attempt to overcome this perceived problem, a new
curriculum was implemented in 1984 (Curriculum-1984) for the
first year in the SMAs. The characteristics of this curriculum are
the selection of essential concepts and the arrangement of course
content so that these essential concepts are arranged in a sound
hierarchical order. Furthermore, teaching-learning activities (intra-
curricular, co-curricular and extra-curricular) which are considered
basic are clearly identified as aspects which should be considered
in evaluating students' performance (Kurikulum 1984, BP3K,
Jakarta, 1985). This curriculum, however, does not specify the
nature of co-curricular activities in any detail and, as a result,
most teachers find it difficult to set up appropriate co-curricular
activities. This study, considering the quality of science education,
suggests one possible use of the time provided in schools for co-
curricular activities.

1. Science education in Indonesia

Suprapto (Note 10) has observed that before 1970, science

education in Indonesia was similar to that found in European
education before the Second World War. Teaching and learning in
science was based on a highly deductive model. Students were
commonly presented with facts and mathematical formulae
without much regard for their application in real life.
In early 1970, the reformation of science education began,
with overseas sponsorship. Pre-service programs were
reorganized, not only in their curriculum content but also in the
design of their courses. Diploma courses were set up at all
Teacher Training Institutes (IKIPs) and in the faculties of education
in several universities. These courses were of one, two or three
years duration and provided new teachers for junior and senior
high schools. (See also Van den Berg and Lunetta, 1984).
Many in-service programs were also developed. Teachers
were invited to attend in-service activities in order to improve
3
their knowledge and their competencies. For some teachers, the
in-service activity was their only opportunity to learn science
because their academic background was in the non-sciences.
Since the early 1980s these in-service schemes were broadened
with accompanying on-service activities and weekly meetings at
their nearest teachers' centre.
Science is taught at each level from primary school to
senior high school. In primary schools, science is taught as a
general science, while in junior secondary schools, science is
divided into biology and physics. At these levels these subjects
are compulsory. There is some diversity at the senior high school
level. There are two kinds of senior high school: General Senior
High Schools (SMAs) and Vocational Schools. Basically, students
from SMAs are expected to enter tertiary education while those
from Vocational Schools are expected to enter the world of
work.In the first year of the SMA science is divided into biology,
chemistry and physics, which are compulsory for all students. At
the beginning of the second year students are grouped into either
a mathematics stream, natural sciences stream, social science, or
a language stream. Biology, chemistry and physics are
compulsory in both mathematics and natural science streams.
Time allocation is varied. At primary level, science is
taught in two to four periods of 40 minutes each week. In junior
secondary schools, it is taught in two periods of 45 minutes each
week for each subject. There are various provisions at SMA level.
For example, in the first year science is taught in two periods of
45 minutes each week in each subject, and in the second year
physics is taught in six periods in the first semester and ten
periods per week in the second semester.
The general objectives of science teaching are that the
students should:know, understand and be able to apply basic
science concepts to solve their problems in everyday life or to
continue their studies, be able to apply scientific methods, be
responsible for maintaining their environment, and love and
glorify the creator (Bulletin of the UNESCO, 25, 1984, p. 83)
Accompanying the implementation of the new curriculum,
in-service training programs have been conducted throughout
Indonesia. The main goal of these programs is not only to improve
teachers' competencies but also to provide new science teachers
by recruiting some teachers with non-science backgrounds who
were willing to be retrained as science teachers. Suprapto (Note
10) believed that this type of in-service-on-service training would
disseminate any innovation rapidly. In the in-service activities the
4
basic concepts of science which are associated with the
curriculum were discussed, and this was followed by discussion of
appropriate teaching strategies, practical work, and methods of
evaluation. Although, remediation strategies were covered during
training, there was little attempt at implementation in real
classes. However, research findings revealed that remediation has
a similar effect size factors such as the implementation of
(appropriate) teaching strategy and providing in-service training.
This may be because there was not an appropriate model of
remediation in use.

2 Physics education in West Kalimantan

Physics education in West Kalimantan shares the same

problems as science education in the rest of Indonesia, but in
some respects there are even greater problems.
Physics teachers commonly report that most students
believe that physics is one of the most difficult subjects. Kompas
(Note 11) reported that the lowest mark in the National
Examination in 1984/1985 was in physics, so there may be some
justification for the belief.
Soedarto (Note 12), the chairperson of the Development
and Planning Section of the Ministry of Education and Culture in
the West Kalimantan provincial office stated that there were
indications that physics is less attractive for students. In a follow-
up interview (Note 13) he said that students prefer to enroll in the
biology stream to the physics stream and suggested that it was
because of poor teaching in physics.
Although there are no accurate data, it is believed that the
competence of physics teachers in West Kalimantan is a crucial
problem. In the letter Soedarto wrote: Many teachers are
required to become physics teachers even though they have no
physics back-ground. They would really like to teach biology.
(Personal letter, 18/8/1986)
During the visits to schools the investigator met only two
qualified physics teachers out of 17 teachers in the subject in
West Kalimantan. Only one of the seven junior high school
physics teachers who participated in the investigation of
students' preconceptions about sound had graduated from the
Teachers' Training Institution (IKIP) with science education as his
specialization. In addition, Appendix 1.1.1 presents the list of
physics school teachers at the Government General Senior High
5
Schools (SMA Negeri) in West Kalimantan 1986. Only one of
them had graduated from IKIP. Safari (Note 14), a physics
instructor at the regional centre in West Kalimantan also referred
to teachers' lack of physics background:
In order to improve their knowledge, trainees are given a
chance to ask any problems which are associated with
their understanding of physics concepts. It would be
valuable for them because they do not have a physics
background. (Interview, 26/11/1986)

Interviews with school principals reveal that remedial

teaching is not carried out and there is a great demand for an
appropriate model of remedial teaching.
We have not implemented any remediation program .... As
far as I can see, we do not have a real model for this sort
of program Such a program would be used to remedy
lower achievers and*to enrich higher achievers. (Ade
Ismail, 1/12/1986, Note 15)

We would be happy to have a model of this activity

which can serve as a guideline for our teachers.
(Harahap, 3/12/1986, Note 16)
To date we don't have a special time to remedy the
students' weaknesses systematically. (Wuridin,
8/12/1986, Note 17)
We would support any activity to diagnose and to remedy
the weaknesses of our students' knowledge. It would be
valuable for them (students) and for us. (Mercer,
29/11/1986, Note 18)
We have not have any experience with remediation
activities. I should support it. (Jean Marie, 18/12/1986, Note
19)
We would greatly appreciate it if the remediation
experiment could be conducted in our school. (Darmawi,
22/12/1986, Note 20)

Summing up, there has been concern about the quality of

science education in Indonesia. A new curriculum has been
implemented throughout the country. Pre-service, in-service and
on-service programs have been reorganized. However, in view of
6
the fact that there is a lack of qualified teachers and that physics
is regarded as a difficult subject by some students and some
teachers in West Kalimantan, other action is needed. Diagnostic
and remedial teaching has not been the subject of in-service
training and is not employed in real classes. Most school
principals would appreciate this investigation being carried out in
their schools.

Important terms
Science education in Indonesia
before 1970
early 1970
in-service programs
Time allocation
The general objectives of science teaching
Physics education in West Kalimantan
Physics education in West Kalimantan
poor teaching in physics
the competence of physics teachers
lack of qualified teachers and that physics

References
Note 1: Kompas., 16/8/1985, pp.9-11. Pendidikan selama 40
tahun merdeka belum pernah ditangani dengan tuntas.
[Since Indonesian Independence, education has not been
tackled comprehensively].
Note 2: Kompas., 2/3/1987, p.6. Sekolah harus didefinisikan lagi.
[School should be redefined].
Note 3: Belen, S., Kompas., 20/12/1985, p.4. Mengapa kurikulum
perlu dikembangkan [Why should a curriculum be
developed].

7
Note 4: Hasan, F. Tempo, 31/5/1986, p.31. In Banyak tapi sedikit,
sedikit tapi banyak [many but few, few but many]. p.31.
Note 5: Vembriarto, S., Kompas. 14/12/1985. p.6. In Antara cita-
cita pendidikan dan kenjataan terjadi kesenjangan [The gap
between the ideal and reality of education].
Note 6: Slamet Imam Santoso, Kompas. 16/8/1985. p.6-7. In Yang
ringan-ringan tentang gayasan pendidikan. [A light thought
of education].
Note 7: Slamet Dayono, Kompas. 23/12/1985. p.12.
Descentralisasi kurikulum tumbuhkan tanggung jawab
untuk berkembang. [The decentralisation of a curriculum
will lead to the responsibility for development].
Note 8: Rooseno, Kompas. 23/12/1985. p.6-7. In Yang ringan-
ringan tentang gagasan pendidikan [A light thought of
education].
Note 9: Koendjono, Th., Kompas. 23/2/1985. p.2. Krisis dunia
pendidikan. [Education crisis].
Note 10: Suprapto, R., (1981). Gambaran singkat tentang
keadaan pendidikan ilmu perngetahuan alam di Indonesia.
[The overview of science education in Indonesia]. (Paper
addressed at the opening inservice training of science
teachers) Jakarta.
Note 11: Kompas, 19/8/1985.
Note 12: Soedarto (personal letter, 18/8/1986)- the head of
Planning Section of the Department Education and Culture at
The provincial office in West Kalimantan.
Note 13: Follow up interview with Soedarto, 3/1/1987.
Note 14: Interview with Safari - the coordinator of instructors of
teachers training program in West Kalimantan.
Note 15: Interview with Ade Ismael - the principal of SMAN3 -
1/12/1986.
Note 16: Interview with Harahap - the principal of SMN1 -
3/12/1986.
Note 17: Interview with Wurudin - the principal of SMAN2 -
8/12/1986.
Note 18: Interview with A.R. Mercer - the chairman of the Pancur
kasih Education Foundation - 29/11/1986.
Note 19: Interview with Sr. Jean Marie - the principal of SMA St.
Paulus - 18/12/1986.
Note 20: Interview with Darmawi - the acting principal of SMAN2
Singkawang - 22/12/1986.
Note 21: Gunstone, R., Chia Teck Chee, Giam Kah How, Sung-Jae
Pak, Pattanasuwan, C., Rodriques, E., & Swamy, N. N.,
8
 (1989). Conceptions in mechanics: A survey of students'
beliefs in seven Asian countries. Asia-Pacific Physics
Teachers and Educators Association Research Report No 1.
Bulletin of the Unesco Regional Office for Education in Asia and
the Pacific. (1977). Indonesia. Number 18.
Bulletin of the Unesco Regional Office for Education in Asia and
the Pacific. (1984). Indonesia. Number 25.
Kompas., 3/3/1987, p.6. Indonesia sangat butuh peneliti unggul.
[Indonesia strongly needs qualified researchers].
Kompas.,4/3/1987, p.6. Beragam masalah, beragam focus.
[Many problems, many focuses].
Sharma, C.L., (1977). Education in Indonesia: perspectives and
prospects. Southeast Asian Journal of Educational Studies ,
14(1-2), 41-55.
Van den Berg, E. & Lunetta, V.N. (1984). Science teacher diploma
programs in Indonesia. Science education, 68(2), 195-203.