SEMESTER LEARNING PLAN

SEMESTER LEARNING PLAN

INNOVATION IN SCIENCE TEACHING & LEARNING

Lecturer: Dr. Riandi, M.Si.

SCIENCE EDUCATION STUDY PROGRAM SCHOOL OF POST GRADUATE STUDIES UNIVERSITAS PENDIDIKAN INDONESIA

2020

SEMESTER LEARNING PLAN No.Doc : 1

Revision : 0

Innovation in Science Teaching & Learning

Date : 5 Dec 2020

Page : 1/1

Written by:

Dr. Riandi, M.Si.

NIP 196305011988031002

Validated by:

Prof.Dr.phil. Ari Widodo, M.Ed NIP 196705271992031001

Approved by:

Dr. Ida Kaniawati, M.Si. NIP 1968070131992032001

Lecturer Curriculum Quality Assurance Head of Study Program

SEMESTER LEARNING PLAN 1. Course Identity

Name of Study Program : Master Program in Science Education Course name : Innovation in Science Teaching & Learning Code : SE761 Course group : Study Program Competency Course Credit : 3 Credits Level : S2 (Master degree) Semester : 2 (even). Requirement : - Status (compulsory/optional) : Compulsory Name and Lecturer Code : Dr. Riandi, M.SI. (1191) Dr. Ida Kaniawati, M.Si., Dr. Didi T Chandra, M.Si. Irma Rahma S. Ph.D

2. Course Description This course discusses problems in science learning and analyzes them to identify alternative solutions to solve them. These solutions include the design of innovative approaches, methods, media and innovative science learning models. Problem solving solutions in the form of innovative ideas should involve

or be able to apply technology according to the demands of 21st century learning in the industrial 4.0 and society 5.0 era The problem solving approach

is carried out by implementing a systems approach. Lectures use group work assignments, discussions and presentations. Learning outcomes

are evaluated via product design assessment, presentation, peer assessment and class participation. 3. Leaning Outcome (reffered LO of Study Program)

A. Perform scientific, educative, and religious attitudes and behavior in any conducts and contribute to the development of the society and nations K1. Critically analyze and systematically synthesize science content and pedagogy and maintain them up to date with the latest development K2. Comprehensively understand educational research method to find solutions of science education issues GS1. Integrate learning skills, ICT competencies, life skills, and innovation skills into lifelong learners behavior to facilitate their career development SS2. Employ interdisciplinary approaches to solve science education issues

4. Course Leaning Outcome Upon completion of this course, students are able to:

1. Understand the philosophical and basic principles of innovation in science education and learning 2. Apply system approach in designing various aspects of innovative science learning tools 3. Analyse various science learning problems in order to overcome them by conducting innovations 4. Apply innovation principles to address the problems of implementing various science learning approaches 5. Apply innovation principles to overcome science learning problems in science learning methods 6. Apply innovation principles to overcome science learning problems in the form of media design and science learning resources by following the

development of the industrial era 4.0 7. Apply innovation principles to overcome science learning problems in the form of science learning model design by following the development of

industry 4.0 era

5. Description of Lesson Plan

Week Indicator Content/ Material

Aproach/ Learning Method

Time Learning Experience

Assessment Refferences

1 Basic philosophy of innovation in education

Course description, course rules, syllaby, course assessement

Lecturing, discussion, task

150’ meeting, 300’ structured assignment, 390’ individual study

Synchronous: Students listen to the description of Syllabus and discuss the course rules and assessment

- UPI Course rules

2 System approach in designing learning innovation

Chemistry in Life Discussion and task


Asynchronous: Students explore reference of atoms, elements and compounds that make up life Synchronous: Students Discuss a material of atoms, elements and compounds that make up life

Discussion performance

Campbell

3 To nalyze problems on implementing the science learning approach for innovative ideas

Cell Task and discussion


Asynchronous: Students analyse the different of bactreia, plants and animal cell from the references Synchronous: Present the result of analysis the different of bactreia,

Discussion Performance

Campbell





plants and animal cell

4 Describe the process of Photosynthesis, function ot its components and relate them with physics and chemistry

Photosynthesis Task, Discussion


Asynchronous: Students are asked to list the misconception related Photosynthesis and seek information about the role of light in the process of Photosynthesis Synchronous: Student give presentation on the role of light in the process of photosynthesis in term of wave length and the process of light and dark reaction


Campbell

5 Synthezise the knowledge and disseminate Cell respiration

Cell respiration Task, Discussion, presentation


Asynchronous: Students explore information of Cell respiration from references Synchronous: Student give presentation to explain the cell respiration


Campbell

6 Synthezise the Plant structure Task, 150’ meeting, Asynchronous: Discussion Campbell





knowledge and disseminate Plant structure

Discussion, presentation

300’ structured assignment, 390’ individual study

Students explore information of Plant structure from references Synchronous: Student give presentation to explain the Plant structure

Performance

7 Synthezise the knowledge and disseminate Hormone and plant movement

Hormone and plant movement

Task, Discussion, presentation


Asynchronous: Students explore information of Hormone and plant movement from references Synchronous: Student give presentation to explain the Hormone and plant movement


Campbell

8 MID TERM SEMESTER

9 Synthezise the knowledge and disseminate the concept of Heredity

Genetics Task, Discussion, presentation


Asynchronous: Students explore information on concept of Heredity Synchronous: Student give presentation to explain the concept of Heredity


Campbell

10 Synthezise the Genetics Task, 150’ meeting, Asynchronous: Discussion Campbell





knowledge and disseminate the mitosis and meiosis

Discussion, presentation

300’ structured assignment, 390’ individual study

Students explore information of mitosis and meiosis from references Synchronous: Student give presentation to explain the different of mitosis and meiosis

Performance

11 Implement the innovation of respiratory system teaching strategy and disseminate the result of the innovation collaboratively by using ICT

respiratory system Task, Discussion, presentation


Asynchronous: Students develop teaching strategy for respiratory system Synchronous: Student give presentation to explain their innovation of respiratory system teaching strategy collaboratively by using ICT


Campbell

12 Implement the innovation of Circulatory system teaching strategy and disseminate the result of the innovation collaboratively by using ICT

Circulatory system Task, Discussion, presentation


Asynchronous: Students develop teaching strategy for Circulatory system Synchronous: Student give presentation to


Campbell





explain their innovation of Circulatory system teaching strategy collaboratively by using ICT

13 Implement the innovation of Excretory and Reproduction system teaching strategy and disseminate the result of the innovation collaboratively by using ICT

Excretory and Reproduction system

Task, Discussion, presentation


Asynchronous: Students develop teaching strategy for Excretory and Reproduction system Synchronous: Student give presentation to explain their innovation of Excretory and Reproduction system teaching strategy collaboratively by using ICT


Campbell

14 Implement the innovation of Senses teaching strategy and disseminate the result of the innovation collaboratively by using ICT

Senses Task, Discussion, presentation


Asynchronous: Students develop teaching strategy for Senses Synchronous: Student give presentation to explain their innovation of Senses teaching


Campbell





strategy collaboratively by using ICT

15 Implement the innovation on the concept of ecology teaching strategy and disseminate the result of the innovation collaboratively by using ICT

ecology Task, Discussion, presentation


Asynchronous: Students develop teaching strategy for concept ecology Synchronous: Student give presentation to explain their innovation of the concept ecology teaching strategy collaboratively by using ICT


Campbell

16 FINAL EXAMINATION

6. References:

1. Reece, Jane B, and Neil A. Campbell. Campbell Biology. Boston: Benjamin Cummings / Pearson, 2011. Print.. 2. Kemendikbud, 2017, Standar isi kurikulum 2013

7. Appendix Appendix 1. Material Appendix 2. Media Appendix 3. Assessment

Rubric of Presentation ASSESSMENT FOR PRESENTATION

Subject Presentation: ....................................................................................... Date: ……………………

Aspects Score

4 5 6 7 8 9 10

Name of Presenter ……………………….........

Novelty of the idea

Delivery of presentation materials

Mastery of presentation materials

Skills to answer questions

Clarity of presentation

Attitude or ethics presentation

Total Score


RESEARCH METHODS IN SCIENCE EDUCATION

Lecturers:

Dr. Hernani, M.Si.

Prof. Dr. Fransiska Soedagdo, M.Pd.

Dr. Parsaoran Siahaan, M.Pd.

MASTER PROGRAM OF SCIENCE EDUCATION

SCHOOL OF POSTGRADUATE STUDIES

UNIVERSITAS PENDIDIKAN INDONESIA

2020

SEMESTER LEARNING PLAN No of Doc : ………

Revision : 00

Research Methods in Science Education

Date : 5 Dec 2020.

Page : 1/ 12

Written by:

Dr. Hernani, M.Si.

NIP 196711091991012001

Validated by:

Prof.Dr phil. Ari Widodo, M Ed NIP 196705271992031001

Approved by:


Lecturer Curriculum Development team Head of Study Program


1. Course Identity

Name of Study Progra : Master Program of Science Education Name of Course : Research Methods in Science Education Course Code : SE700 Classification : Educational Program Core Courses Credit : 2 credits Level : S2 Semester : 2 (even) Requirement : - Status (compulsory/optional): compulsory Name and Lecturer code : Dr. Hernani, M.Si. (1739) Prof. Dr. Fransisca Soedagdo, M.Si. Dr. Parsaoran Siahaan (0710)

2. Course Description

This course is a compulsory course that aims to enhance competency in developing research in the field of science education as a foundation for thesis

writing. Content covered in the course includes: (1) The nature and problems of science education research, (2) Literature review in science education

research, (3) Variable and hypothesis (4) Sampling technique, (5) Research instrument, validity and reliability, (6) Statistics in science education

research, (7) Experimental research, (8) Correlational research (9) causal comparative research; (10) survey research, (11) Qualitative research: nature,

observation, interview, and content analysis, (12) Methodology of qualitative research: ethnography and historical research, (13) “Mixed” method

research, and (14) Research and Development as well as action research Upon completion of this course, students should be able to plan a research

design and draft a research proposal. The course uses concept and process approach with discussion and structured task. The evaluation of the course

consisted of students comprehension to chapter review presented in group, mid-term test, task and final examination.

3. Leaning Outcome (reffered LO of Study Program)

A Perform scientific, educative, and religious attitudes and behavior in any conducts and contribute to the development of the society and nations K1. Critically analyze and systematically synthesize science content and pedagogy and maintain them up to date with the latest development K2. Comprehensively understand educational research method to find solutions of science education issues GS2. Develop logical, critical, systematic, and creative thinking and apply them in conducting and publishing interdisciplinary research studies SS1. Produce research-based and tested innovation in the field of science education SS2. Employ interdisciplinary approaches to solve science education issues 4. Course Leaning Outcome Upon completion of this course, students are able to:

1. Analyze the nature of science education research. 2. Formulate problem statement(s) and objectives in the scope of science education research 3. Analyze the principles of literature studies in the background writing of research problems 4. Formulate a review of the library and its library source 5. Select and analyze the results of research in journal articles for literature studies 6. Determine and analyze research variables and their relationships 7. Formulate research hypotheses. 8. Analyze various sampling techniques 9. Prepare research instruments, ensure their validities and control their reliabilities



Approach/ Learning Method


Assessment Week

1 1. Analyse the nature of science education research

2. Formulate science eductaion research problems and objectives

3. Resposible to the task

4. Actively participate in presenting task in front of class and class discussion

1. Nature of science education research

2. Selecting the research problem

3. Prompting research problem

4. Prompting research objective

5. Activity of reserach Process

Group presentation, exploration, application and discussion


Construction chapter review in power point Presnting the result of chapter review Discussing the chapter review under lecturer supervision

Performance assessment and task

(1) and (2)

2 1. Analyse the principple of literature review in research background

2. Construct literature review and the sources

3. Selecting

1. Literature gathering 2. Source of literature 3. Searching database

by using computer 4. Reserach result as

literature review 5. Summarising the

infromation 6. Interprate and use

Group presentation, exploration, application and discussion




1) and (2)




Assessment Week

research result in articles journal for literature review

4. Summarize the information

5. Interprate and use the information



literauture

3 1. Analyse

research

Variable

2. Analyse how to

Control

Research

Variable

3. Controlling

Research

Variable

4. Consrtucting

Research

Hypothesis


6. Actively

1. Research Variable

2. Controlling Research

Variable

3. Research Hypothesis

Group

presentation,

exploration,

application

and discussion


Construction chapter review in power point Presnting the result of chapter review Discussing the chapter review under lecturer supervision -


(1) and (2)




Assessment Week

participate in

presenting task

in front of class

and class

discussion

4 1. Analyse random sampling technique

2. Analyse non random sampling technique

3. Analyse number of sample



1. Sample Vs Population 2. Random sampling

technique 3. Non Random

sampling technique 4. Cluster Sampling 5. Systematic Sampling 6. Purposive sampling 7. Sampling number 8. Generalization of

sample as a control of external validity

Group

presentation,

exploration,

application

and discussion



-


(1) and (2)

5 1. Construct research instrument

2. Maitain the validity of reserach Instrument

3. Maitain the reliability of reserach Instrument


1. Instrument of data Collection

2. Norm Vs Criteria 3. Mesurement scale 4. Preparing of data

analysis 5. Validity 6. Reliability

Group

presentation,

exploration,

application

and discussion



-


(1) and (2)




Assessment Week


6 1. Analyse the concept of research data measurement

2. Analyse variable in educational

3. Analyse realtionship between variable in quantitive

4. Analyse group ratio category data

5. Analyse relationship between variable in group cateory data



1. concept of research data measurement

2. Variable measured in educational research

3. Quantitative data Vs Category data

4. Relationship between variable

5. Comparison between variable

Group

presentation,

exploration,

application

and discussion




(1) and (2)

7 1. Categorise varios reserach design

2. Analyse

1. Characteristics of experimental research

2. Control of ekstranous variable

Group

presentation,

exploration,


Construction chapter review in power point Presnting the result of chapter review


(1) and (2)




Assessment Week

similarity and diferent of experimental and non experimental research

3. Analyse similarity and diferent of co-relasional, causal comparative and survey

4. Analyse the maintain of internal validity in experimental reserach, co-relasional, and causal comparative

5. Bertanggung jawab terhadap tugas yang harus diembannya.

6. Berpartisipasi aktif dalam menyajikan materi dan berdiskusi dalam proses pembelajaran di kelas.


3. Group design in experimenta research

4. Control of internal validity in experimental research

5. Characteritics of co-realtional research

6. Procedure of co-realtional research

7. Control of internal validity in co-realtional research

8. Characteritics of causal comparative research

9. Control of internal validity in causal comparative research

10. Procedure of causal comparative research

11. Survey research 12. Types of survey

research

application

and discussion

Discussing the chapter review under lecturer supervision

-




Assessment Week


8 1. Analyse the nature of qulitative research

2. Analyse the component of qulitative research

3. Analyse the different of various of qulitative research

4. Show validity and reliability in qualitative research

5. Construct instrument of observation dan interview

6. Construct manual of data collection for content analysis

7. Analyse the difference between ethnography and historical

1. nature of qulitative research

2. component of qulitative research

3. Types of qulitative research

4. validity and reliability in qualitative research.

5. observation and interview as data collection in qualitative research

6. Content analysis as data collection in qualitative research.

7. ethnography research 8. historical research

Group

presentation,

exploration,

application

and discussion



-


(1) and (2)




Assessment Week

research 8. Resposible to

the task 9. Actively

participate in presenting task in front of class and class discussion.

9 MID TERM TEST

10 1. Analyse the characteristics of mixed-methods

2. Differentiatiate various type of mixed methods


4. Actively participate in presenting task in front of class and class discussion.

1. mixed-methods 2. type of mixed methods 3. Procedure of

designing mixed methods.

Group

presentation,

exploration,

application

and discussion



-


(1) and (2)

11 1. Analyse the characteristics of action research

2. Differentiatiate various type action research

3. Put forward the procedure of mixed methods for solving problem

1. characteristics of action research

2. type action research 3. procedure of mixed

methods Penelit 4. Research and

Development 5. Types of R & D

Group

presentation,

exploration,

application

and discussion




(1) (2)

and (3)




Assessment Week

4. Put forward the the importance of mixed method in producing the product of the research

12 1. Constructing thesis proposal draft

2. Presenting thesis proposal draft

1. Writting Procedure of educational research

2. Structure of research proposal

Indivual presentation and discussion


Presenting thesis proposal draft Get feedback to revise thesis proposal draft

Pesentation Draft of proposal

(4)





Indivual

presentation

and discussion


Presenting thesis proposal draft Get feedback to

revise thesis

proposal draft


(4)





Indivual

presentation

and discussion


Presenting thesis proposal draft

- Get feedback to

revise thesis

proposal draft


(4)





Indivual

presentation

and discussion


Presenting thesis proposal draft

- Get feedback to

revise thesis

proposal draft


(4)


6. REFERENCES

1. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. 8th ed., New York: McGraw-Hill Humanities/Social Sciences/Languages.

2. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. 3. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing. 4. www.upi.edu. Pedoman Penulisan Karya Tulis Ilmiah UPI, 2017.

http://www.upi.edu/

7. Appendix

Apendix 1. Material

Apendix 2. Media

Apendix 3. Evaluation Instrument

ASSESSMENT FOR PRESENTATION

Subject Presentation: ....................................................................................... Date: ……………………………..

Aspects

Score

4 5 6 7 8 9 10

Name of Presenter

……………………….........

Novelty of the idea






Total Score

Rubric of Proposal

ASSESSMENT FOR PROPOSAL


Aspects

Score

4 5 6 7 8 9 10

Name of Student

……………………….........

Novelty of the idea

Innovativeness

Appropriateness Research background

Appropriateness Research problem and

research questions

Appropriateness literature review

Appropriateness of methodology

Appropriateness of structure of the

proposal

Total Score

1

SEMESTER LESSON PLAN (SLP)

REVIEW OF RESEARCH IN SCIENCE EDUCATION

Lecturer: Prof. Dr. Ari Widodo, M.Ed.

MASTER PROGRAM OF SCIENCE EDUCATION SCHOOL OF POSTGRADUATE STUDIES UNIVERSITAS PENDIDIKAN INDONESIA

2020

2

SEMESTER LESSON PLAN Document number:

Revision :

Review of Research in Science Education Date: 6 Desember 2019

Pages: 1 of

Written by:

Prof.Dr. Ari Widodo, M.Ed NIP. 196705271992031001

Reviewed by:

Prof.Dr. Ari Widodo, M.Ed NIP. 196705271992031001

Approved by:


Lecturer Curriculum Quality Assurance Head of Study Program

SEMESTER LESSON PLAN

1. Course Identity

Name of Study Program : Master Program of Science Education Course name : Review of Research in Science Education Course code : SE 701 Classification : Educational Program Core Courses Credit : 3 credit Program : Master Semester : 1 Prerequisite : Status : Compulsory Lecturer(s)/Code : Prof. Dr. Ari Widodo, M.Ed. (1746)

3


This course reviews current researches in science education. Selected articles published in international science education journals are carefully analysed to identify their strengths and weaknesses. Based on the analyses, future reasearch topics are established and the students are required to write a position paper that describe the cutting edge of research in the area. The course is an individual project-based course that allows students to work individually on their research interests. Assessment is based the quality of the analyses and the position paper.

3. Leaning Outcome (reffered LO of Study Program) A. Perform scientific, educative, and religious attitudes and behavior in any conducts and contribute to the development of the

society and nations K1. Critically analyze and systematically synthesize science content and pedagogy and maintain them up to date with the

latest development K2. Comprehensively understand educational research method to find solutions of science education issues GS2. Develop logical, critical, systematic, and creative thinking and apply them in conducting and publishing interdisciplinary

research studies SS2. Employ interdisciplinary approaches to solve science education issues Course Learning Outcomes Upon completion of this course, students are able to:

1. Work collaboratively in programme aiming at improving science education quality (A) 2. Analyse and synthesise recent studies on science education and identify new directions of research (K1) 3. Understand educational research method comprehensively to find solutions of science education issues (K2) 4. Write position paper based on the literature (KU1) 5. Identify strengths and weaknesses of research as bases for designing a better research project(GS2) 6. Identify interdisciplinary approaches to solve science education issues and develop initial ideas for a research project

(SS2)

4

4. Description of the Lesson Plan

Meeting Objective Topic Learning strategy

Time Learning experience

Assessment References

1 Understand to select reserach literature based on students’ interest

Introduction: Researching literature

Lecturing, discussion, independent assignment


Attending lecture, discussing, and researching literature

Literature search a

2 Able to determine the area of reserach

Identify area of reasearch



Attending lecture, discussing, and researching literature

Identify area of reasearch

a

3 Able to anlyze reaseach resulst in journals Critically

Techniques for critical analyses



Attending lecture, discussin, and practicing critical analyses

Practicing critical analyses

a


Critical analyses of the literature

Presentation, discussion and independent study


Presenting, discussing and analysing papers

Analysing papers a






Analysing papers a

5









Analysing papers a






Analysing papers a






Analysing papers a

9 MID TERM ASSIGNMENT

10 Apply the teachniques of synthesising ideas

Techniques for synthesising ideas



Attending lecture, discussing, and practicing synthesising ideas

Synthesising ideas a

11 Able to synthesise research ideas from journals

Synthesising research




Drawing an outline for writing

a






Writing a literature review

a

13 Able to synthesise research ideas


Presentation, discussion and independent

150’ meeting, 300’ structured assignment, 390’



a

6




from journals study

individual study







a







a

16 FINAL TERM ASSIGNMENT

5. References a. International journals on science education, e.g. Science Education, International Journal of Science Education, Journal of Research in Science Teaching, and Research in Science Education, .

6. Attachment -

1

SEMESTER LESSON PLAN (SLP)

EARTH AND SPACE SCIENCE FOR SCIENCE EDUCATION

Lecturer: Prof. Dr. Andi Suhandi, M. Si.

Prof. Dr. Bayong Tjasyono, HK.,DEA Dr. Taufik Ramlan Ramalis, M.Si.

MASTER PROGRAM OF SCIENCE EDUCATION

SCHOOL OF POSTGRADUATE STUDIES UNIVERSITAS PENDIDIKAN INDONESIA

2020

2

SEMESTER LESSON PLAN No.Doc : RPS-SPs-UPI-S2-P-IPA Revision : 0

Earth and Space Science for Science Education

Date : 5 Dec 2020 Page : 1/16

Written by:

Prof. Dr. Andi Suhandi, M. Si. NIP.196908171994031003

Validated by:

Prof.Dr.phil. Ari Widodo, M.Ed

NIP 196705271992031001

Approved by:


Lecturer Head Curriculum Development team Head of Study Program

SEMESTER LESSON PLAN

1. Course Identity

Name of Study Progra : Master Program of Science Education Name of Course : Earth and Space Science for Science Education Course Code : SE707 Classification : Educational Program Optional Courses Credit : 2 credits Level : S2 Semester : 2 (even) Requirement : - Status (compulsory/optional): Optional Name and Lecturer code : Prof. Dr. Andi Suhandi, M.Si 1880.; Dr. Taufik Ramelan Ramalis, M.Si.; Prof. Dr. Bayong Tjasyono HK.,

3


This course discusses Planet Earth; Main Components of the Earth: Gas, Liquid, and Solid earth part with the Phenomena Involved in

each parts such as: Thunderstorms, Tropical Cyclones, El-Nino-La-Nina, Dipole Mode, Earthquakes, Tsunamis and others; Solar

system; Star Representation (the Sun); as well as Insolation and the Factors Affecting an insolation. The course uses concept

approach with discussion and structured task. The evaluation consisted of examinations and assignments.

3. Leaning Outcome (reffered LO of Study Program) A. Perform scientific, educative, and religious attitudes and behavior in any conducts and contribute to the development of the society and

nations K1. Critically analyze and systematically synthesize science content and pedagogy and maintain them up to date with the latest

development GS1. Integrate learning skills, ICT competencies, life skills, and innovation skills into lifelong learners’ behavior to facilitate their career

development SS2. Employ interdisciplinary approaches to solve science education issues 4. Course Leaning Outcome Upon completion of this course, students are able to:

1. Obtain conceptual knowledge of the shape and structure of planet Earth. 2. Determine the estimated earth's lifespan using the concept of radioactive decay. 3. Discuss the effects of earth's rotational motion and revolution on day and night phenomena and the changing seasons on Earth. 4. Obtain conceptual knowledge of atmospheric structure and composition. 5. Determine the altitude of a place based on the pattern of temperature drop to altitude. 6. Obtain conceptual knowledge of various weather and climate elements. 7. Observe and measure various weather and climate elements. 8. Obtain conceptual knowledge of the microphysical processes of Cloud and Rain. 9. Obtain conceptual knowledge of the electrification of the cloud 10. Obtain conceptual knowledge of tropical cyclones. 11. Obtain conceptual knowledge of climate change theory. 12. Obtain conceptual and procedural knowledge of the response to climate change. 13. Obtain conceptual knowledge of the distribution of water on earth. 14. Obtain conceptual knowledge of hydrological cycles.

4

15. Obtain conceptual knowledge of vertical structure of sea temperature. 16. Obtain procedural knowledge of ocean depth measurements. 17. Obtain conceptual knowledge of El Nino events – La Nina, and Dipole Mode. 18. Obtain conceptual knowledge of the vertical structure of the solid Earth (Lithosphere). 19. Obtain conceptual knowledge of gravitas and gravity. 20. Obtain conceptual knowledge of Plate Tectonic theory. 21. Obtain conceptual and procedural knowledge related to the phenomenon of Earthquake - Tsunami, and Volcanic Eruption

(Volcano). 22. Obtain conceptual knowledge of the hypothesis of the formation of the universe and the theory of the formation of the solar

system. 23. Obtain conceptual knowledge of solar system models according to Ptolemaeus, Copernicus and IAU 2006. 24. Obtain conceptual knowledge of the physic characteristics of every member of the solar system. 25. Obtain conceptual knowledge of Kepler's laws, Bode's laws, and Newton's universal laws of gravity. 26. Obtain conceptual knowledge of solar characteristics, annual migration of the sun, and intensity of insolation. 27. Obtain conceptual and procedural knowledge of energy formation in the Sun. 28. Obtain conceptual knowledge of the Sun constants and the laws of radiation. 29. Obtain conceptual knowledge of photon energy spectrum. 30. Obtain conceptual knowledge of Rayleigh scattering and Noodle Scattering





Assessment Week

1 - The scope of the Course: description of the course and syllabus.

Lecturing, discussion

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the course description, syllaby, and evaluation given in ppt

Leaning activity unit of the earth and Science in the context of School Curriculum

2 Have conceptual knowledge of the shape and structure of the

The Earth Lecturing, discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

Listen to explanations and discuss: planet Earth: shape,

Task 1: Individual tasks in the form of problem solving

Bayong Tjasyono, 2006.

5




Assessment Week

Earth. Have procedural knowledge about determining the estimated age of the Earth using the concept of radioactive decay. Have conceptual knowledge of the effects of Earth's rotation and revolution on day and night phenomena and changes in seasons.

study geometric size, Earth age, Earth mass, rotation and revolution and its effect on conditions on Earth using power point slide media, video of phenomena and animation/ simulation of phenomena.

homework. Problem solving tasks

3 - 4 Have conceptual knowledge of the structure and composition of the atmosphere. Have procedural knowledge about determining the height of a place based on the pattern of temperature drop related with the altitude

The Atmosfer Lecturing,

discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the explanation and discuss about: Earth's Gas, understanding the atmosphere, the history of the atmosphere formation, the mass of the atmosphere, the vertical temperature structure of the Earth's

Task 2: Individual tasks in the form of problem solving homework. Problem solving tasks


6




Assessment Week

atmosphere, parts of the Earth's atmosphere and their composition, the elements in the Earth's atmosphere, using a power point slide media point) videos of natural phenomena and animation/ simulations.

5 - 6 Have conceptual knowledge of various elements of weather and climate. Have conceptual and procedural knowledge about the observation and measurement of weather and climate elements.

Weather and Climate


100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to explanations and discuss: Weather and Climate: discuss the weather and climate, branches of science related to weather and climate, climate control and climate elements, describe climate elements: atmospheric temperature, humidity, atmospheric pressure, rainfall, radiation , etc., as



7




Assessment Week

well as observeand measureof climate elements, using power point slide (paper point) media, videos of natural phenomena and animation / simulation of natural phenomena. Videos of measuring tools and weather observation, as well as sample measurement data

7 Have conceptual knowledge of microphysical cloud and rain processes. Have conceptual knowledge about thunder.

Microphysical cloud and rain


100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the explanation and discuss: Micro-physis Cloud and Rain: Shape, type and classification of clouds, formation of cloud drops and rain drops, electrification of lightning clouds, using power point (paper point) slide media of natural phenomena and



8




Assessment Week

animation/ simulation

8 MIDTERM TEST

9 Have conceptual knowledge of tropical cyclone

Tropical yclone Lecturing,

discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the explanation and discuss the Tropical Cyclones: Cyclone Forms, Formation of tropical cyclones and their requirements, as well as location of discovery and naming of tropical cyclones, using power point (paper point) slide media of natural phenomena and animation / simulation



10 Have conceptual knowledge of climate change theory. Have conceptual and procedural knowledge of responses to climate change.

Climate Change Theory

Lecturing,

discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the explanation and discuss the: Climate change theory: discuss the climate change, theories of climate change, and responses to


Kartunen, H. Et al, 2007

9




Assessment Week

climate change, using power point slide media (paper point), video of natural phenomena and animation/ simulation of natural phenomena.

11-12 Have conceptual knowledge of the distribution of water on earth. Have conceptual knowledge of the hydrological cycle. Have conceptual knowledge of the vertical structure of sea temperature. Have procedural knowledge of sea depth measurement. Have conceptual knowledge of El Nino - La Nina, and Dipole Mode events.

Hydrosphere Lecturing, discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to explanations and discuss: Hydrosphere: distribution of water on earth, hydrological cycle, vertical structure of sea temperature, sea depth measurement, El-Nino and La-Nina events, and Dipole Mode, using power point slide media (paper point) phenomenon videos nature and animation / simulation of natural phenomena.

Task 7: Individual tasks in the form of problem solving homework. Problem solving tasks .


10




Assessment Week

13-14 Have conceptual knowledge of the vertical structure of the lithosphere. Have conceptual knowledge of gravity. Have conceptual knowledge of Plate Tectonic theory. Have conceptual and procedural knowledge related to the phenomenon of Earthquakes - Tsunamis, and Volcanic Eruptions.

Lithosphere Lecturing,

discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to explanations and discuss: the lithosphere: the vertical structure of the lithosphere, gravity, plate tectonic theory, earthquake, tsunami and volcano phenomenon, using power point (paper point) slide media of natural phenomena and animation / simulation of natural phenomena.



15 have conceptual knowledge about the hypothesis of the universe and solar system theory formation. Have conceptual knowledge of the model of the solar system according to Ptolemaeus, Copernicus and

Theory of Formation of the Universe and the Solar System

Lecturing,

discussion, task

100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the explanation and discuss: The theory of universe and solar system formation: hypothesis of the formation of the universe, models of the solar system, the characteristics of the solar system,



11




Assessment Week

IAU 2006. Have conceptual knowledge of the physical characteristics of each member of the solar system. Have conceptual knowledge of Kepler's law, Bode's law, and Newton's law universal gravitation

and related physical laws: Kepler's law, Bode's law, and Newton's law of gravity, using slide power media point (paper point) video of natural phenomena and animation / simulation of natural phenomena.

16 Have conceptual knowledge of the characteristics of the sun, the annual migration of the sun, and the intensity of insolation. Have conceptual and procedural knowledge of energy formation in the Sun. Have conceptual knowledge of solar constants, and the laws of radiation.

Sun's representative star


• 100’ meeting,

200’ structured

assignment,

260’ individual

study

Listen to the explanation and discuss: Sun's representative star: sun characteristics and insolation intensity, energy formation in the sun, solar constant and radiation law, photon energy spectrum, and photon scattering: Kepler's law, Bode's law, and Newton's law of gravity, using slide



12




Assessment Week

Have conceptual knowledge of the energy spectrum of photons. Have conceptual knowledge about Rayleigh scattering and Noodle scattering

power media point (paper point) video of natural phenomena and animation / simulation of natural phenomena

FINAL EXAMINATION

6. Refferences

Bayong Tjasyono HK., 2006, Ilmu Kebumian dan Antariksa, Penerbit Kerma pascasarjana UPI dan PT Remaja Rosdakarya, Bandung

Bayong Tjasyono HK., 2004, Klimatologi, Edisi ke-2, Penerbit ITB, Bandung

Karttunen, H., Kroger, P., Oja, H., Putanen, Donner , K. J. (Eds.)., 2007, Fundamental Astronomy, Springer-Verlag Berlin

Heidelberg.

7. Appendix

Apendix 1. Bahan Ajar

Apendix 2. Instrumen Penilaian

ASSESSMENT FOR PRESENTATION

13


Aspects Score

4 5 6 7 8 9 10


Novelty of the idea






Total Score

1


ICT FOR SCIENCE TEACHING AND LEARNING

Lecturer:

Prof. Dr. Wawan Setiawan, M.Kom.

MASTER PROGRAM OF SCIENCE EDUCATION SCHOOL OF POSTGRADUATE STUDIES UNIVERSITAS PENDIDIKAN INDONESIA

2020

2

SEMESTER LEARNING PLAN No.Doc : 1

Revision : 0

ICT for Science Teaching and Learning

Date : 5 Dec 2020

Page : 1/9

Written by:

Prof. Dr. Wawan Setiawan, M.Kom.

NIP 19601011991031005

Validated by:

Prof.Dr.phil. Ari Widodo, M.Ed NIP 196705271992031001

Approved by:


Lecturer Head Curriculum team Head of Study Program


1. Course Identity

Name of Study Program : Master Program of Science Education Name of course : ICT for Science Teaching and Learning Code : SE708 Course group : Study Program Specific Competency Course Credit : 2 Credits Level : S2 (Master degree) Semester : 2 (odd). Requirement : - Status (compulsary/optional) : Optional Name and Lecturer Code : Prof. Dr. Wawan Setiawan, M.Kom./1718

3


This course aims at implementing the theories, concepts and trends of ICT in IR 4.0 in science learning, in terms of infrastructure,

system, learning source, Media/Multimedia, Evaluation/judgement. Specifically, the course focusing on interactive multimedia

development which includes needs analysis, planning, designing, construction, testing, assessing, redesigning, maintanance,

packing, distributing and applying. The course uses concept approach with discussion and structured task. The evaluation consisted

of examinations and assignments.

3. Leaning Outcome (reffered LO of Study Program)

A. Perform scientific, educative, and religious attitudes and behavior in any conducts and contribute to the development of the society and

nations K1. Critically analyze and systematically synthesize science content and pedagogy and maintain them up to date with the latest

development GS1. Integrate learning skills, ICT competencies, life skills, and innovation skills into lifelong learner’s behavior to facilitate their career

development SS2. Employ interdisciplinary approaches to solve science education issues

4. Course Leaning Outcome Upon completion of this course, students are able to:

1. Acquire mastery of the terminology and multimedia concepts of science learning. 2. Acquire a good knowledge of the variety of digital multimedia in science learning both offline and online along with its development

trends. 3. Use hardware and software and their technology in the manufacture and development of multimedia science learning. 4. Design and create interactive multimedia with varied content for science learning

Perform analysis and testing of a variety of multimedia in terms their applicability and usefulness as learning instructions

4




Time Learning

Experience Assessment

Reference

1 1. Comprehend the objective, area, procedure and outcome of ICT in Science Learning course

2. Analyzed the needs of ICT in Science learning

1. Course description, course rules, syllaby, course assessement

2. Role of ICT in Science Learning: Introduction


100’ meeting,

200’ structured

assignment,

260’ individual

study

Synchronous: Students listen to the description of Syllabus and discuss the course rules, assessment and get information of Role of ICT in Science Learning

- 1, 4

2-4 Analyze The role of ICT in IR 4.0. Analyze The role of ICT in education in the era of IR 4.0. Analyze The role of ICT in Science education in the era of IR 4.0. Analyze The role of ICT in Science learning in the era of IR 4.0.

Role of ICT in IR 4.0 Role of ICT in education in the era of IR 4.0 Role of ICT in Science education in the era of IR 4.0 Role of ICT in Science learning in the era of IR 4.0


100’ meeting,

200’ structured

assignment,

260’ individual

study

Asynchronous: Students find information in LMS related to the role of ICT in IR 4.0, education in IR 4.0, Science education and science learning in IR 4.0. Synchronous: Discuss the role of ICT in IR 4.0, education in IR

Discussion performance

2, 3

5



Time Learning


Reference

4.0, Science education and science learning in IR 4.0.

5-7 a. Identify the srtucture of ICT

b. Identify smart learning System.

c. Identify Smart Learning Content.

d. Construct ICT as learning tools

a. ICT infrastructure in educational organization and learning: 1) Hardware 2) Software 3) Regulation 4) culture

b. Smart Learning System 1) Characteristics 2) Example

c. Smart Learning Content . 1) Characteristics 2) Examples

d. ICT Learning Tools 1) Text 2) Graphics 3) Audio 4) Video 5) Animation 6) Evaluation

Lecturing, discussion, task & project

100’ meeting,

200’ structured

assignment,

260’ individual

study

Asynchronous: Students find information related to ICT structure, Smart learning system and smart learning content, and are ask to construct variated learning tools which made by using the ICT Synchronous: Students discuss the ICT structure, Smart learning system and smart learning content, and presnet the project of variated learning tools construction which made by using the ICT

1. Discussion performance

2. learning tools Products

5, 6

8 MIDTERM TEST

6



Time Learning


Reference

9-10 a. Utilize learning management system.

b. Design and develop learning management system model.

a. Learning Management System Model

b. Characteristics of Learning Management System

c. Model Learning Management System Design

Discussion, task & project

100’ meeting,

200’ structured

assignment,

260’ individual

study

Asynchronous: Students are ask to use provided learning management system and design as well as develop learning management system model. Synchronous: Students persent the project of learning management system model

Project of learning management system model.

1, 2, 3, 4, 5, 6, 7

11-15 a. Differentiate various learning multimedia

b. Develop various learning multimedia

a. learning multimedia. 1) Function

-Complement - Suplement - Substitution

2) Type - Online - Offline

3) Type - Interactive - Non interactive

Discussion, task & project

100’ meeting,

200’ structured

assignment,

260’ individual

study

Asynchronous: Students are ask to seek information to be able to differentiate various learning multimedia, then they were ask to develop various learning multimedia Synchronous:

Project of mutimedia

1, 2, 3, 4, 5, 6, 7

7



Time Learning


Reference

b. Design of interactive multimedia 1). Flowchart 2) Storyboard 3) Development 4) Testing 5) Validation 6) Application

Students persent the project of multimedia


6. References

[1] Bhavani T. Managing and Mining Multimedia Databases. International Journal on Artificial Intelligence

Tools. 2004; 13 (3) : 739-759

[2] Chandra. Menu Interaktif Flash MX 2004. Palembang : Maxikom. 2005

[3] Durri Andriani (Editor), Cakrawala Pendidikan, E-Learning dalam Pendidikan, Universitas Terbuka, Jakarta,

2002

[4] Juanda, Enjang A., Nurhadi, Ali, I. Designing Comprehensive Independent Learning Interactive Multimedia

and Its’ Resources Demands. TELKOMNIKA. Vol.12, No.3, September 2014, pp. 639~650

[5] Kavita N, Priyamakhija, Leena J, Gyanprakash. Independent Learning and Student Development.

International Journal of Social Science & Interdisciplinary. 2013; 2(2) : 27-35

[6] Lever – Duffy, Judi and Mc Jean B. Teaching and Learning with Technology, 3rd Ed, Pearson International

Edition, Boston, 2009

[7] Schreiber, Deborah A. And Berge, Zane L (Editors). Distance Training , Jossey Bass Publishers, San

Fransisco, 1998

8

7. Appendix

Appendix 1. MATERIAL

Appendix 2. Assessment

ASSESSMENT FOR PRESENTATION Subject Presentation: ....................................................................................... Date: ……………………………..

Aspects Score

4 5 6 7 8 9 10


Novelty of the idea






Total Score

Rubric of Project

ASSESSMENT FOR PROJECT Subject Presentation: ....................................................................................... Date: ……………………………..

Aspects Score

4 5 6 7 8 9 10

Name of Student ……………………….........

Novelty of the idea

Innovativeness

Correctness of the content

Aesthetics

Usability (Easy or difficult)

Display (including clearness of words)

Total Score

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