UJIAN AKHIR SEMESTER GASAL 2021/2022

Nama Mata Kuliah : Kajian & Pengembangan Kurikulum Pembelajaran IPA

Program Studi : S1 Pendidikan IPA
Semester :V
Dosen : Prof. Dr. Insih Wilujeng,
Putri Anjarsari, M.Pd
Dr. Laifa Rahmawati
Hari/Tanggal : 27 Desember 2021
Ruang : Daring
Durasi : 100 menit

Kelas 5A / 5C (hapus salah satu)

Nama
NIM

 Terdapat 4 soal uraian.

 Kerjakan dengan diketik pada space yang tersedia
 Dikumpulkan dalam format PDF dengan rename file :
UAS_KPK_Kelas_Nama_NIM
 Dikumpulkan pada link https://forms.gle/saBk5KnzdHCHgCoSA
 waktu pengumpulan dibatasi sesuai jadwal. Link akan ditutup aksesnya sesuai
jadwal. Mohon atur waktu secara efektif.
 Kerjakan semua soal berikut ini dengan percaya diri dan jujur! ( close book,
diperbolehkan membuka translator)
 1. Isilah tabel di bawah ini untuk menunjukkan:
kelebihan dan kekurangan K13 ditinjau dr kerangka NGSS !
JAWAB:

No. KELEBIHAN
1
2
3
dst

No. KEKURANGAN
1
2
3
dst

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 2. Jelaskan apa maksud infografis hasil TIMSS di bawah ini

JAWAB:

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 3. Tuliskan 3 TEMUAN yang kamu dapatkan dari tabel di bawah ini dan Buatlah
SIMPULAN dari data hasil PISA yang disajikan pada tabel!

JAWAB:

No. TEMUAN
1
2
3

SIMPULAN

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 4. Jepang adalah negara dengan perolehan skor TIMSS tergolong tinggi. Tuliskan
PEMBEDA pembelajaran sains di jepang dan di Indonesia berdasarkan data yang
disampaikan pada kajian artikel tentang kurikulum sains Jepang di bawah ini!
[tuliskan butir pembeda, BUKAN hasil terjemahan isi artikel]

JAWAB:

No. Butir Pembeda JEPANG INDONESIA

1
2
3
dst

The Science Curriculum in Lower Secondary Grades

in Japan
The national science standards, objectives, and content for primary, lower secondary, and upper
secondary education are presented in the Courses of Study.20,21,22

Science instruction begins in the third grade, and science is a required subject throughout
compulsory education. The science curriculum consists of three parts: overall objectives for the
level (primary, lower secondary, or upper secondary), objectives and content for each grade or
section, and syllabus design. All schools in Japan are required to address all components of
science instruction by formulating an overall plan for science that includes descriptions of the
following: objectives and content; qualities, abilities, and attitudes to be fostered; learning
activities; teaching methodology and teaching framework; and the evaluation of learning.

The overall objectives for science at the lower secondary level (Grades 7 to 9) comprise the
following: enable students to take an active interest in natural things and phenomena and to carry
out observations and experiments with a sense of purpose; help students to develop the ability to
perform investigations scientifically and to develop a positive attitude about these investigations;
help students to deepen their understanding of natural things and phenomena; and help students
to develop scientific ways of observing and thinking.26

The science curriculum at the lower secondary level is divided into two fields: Physical Science,
and Biology and Earth Science. The objectives for Physical Science at the eighth grade are to
enable students to do the following:27

 Take an active interest in things and phenomena related to matter and energy; acquire
methods for discovering patterns; and acquire methods for resolving problems through
activities that explore things and phenomena related to matter and energy
 Acquire skills for observation and experimentation by making observations and
conducting experiments related to physical events and phenomena and develop the ability
 to analyze, interpret, and express the results; understand familiar physical phenomena,
electric currents and their use, and motion and energy; and develop scientific ways of
looking at and thinking about physical events and phenomena
 Acquire skills for observation and experimentation by making observations and
conducting experiments on chemical substances and associated phenomena and develop
the ability to analyze, interpret, and express the results; understand the role of chemical
substances in daily life; understand chemical changes and atoms (molecules), and
chemical changes and particles; and develop scientific ways of looking at and thinking
about chemical substances and associated phenomena
 Increase awareness of the connections between scientific and technological developments
and human life and develop scientific ways of thinking and a comprehensive view of
nature through activities that explore matter and energy

The objectives for Biology and Earth Science at the eighth grade are to enable students to do the
following:

 Take an active interest in living things (including the natural things and phenomena
surrounding them); acquire methods for discovering diversity and patterns; and acquire
methods for resolving problems through activities that explore natural things and
phenomena
 Acquire skills for observation and experimentation by making observations and
conducting experiments on living things and phenomena, and develop the ability to
analyze, interpret, and express the results; understand the life and diversity of living
things; and develop scientific ways of looking at and thinking about living things and the
continuity of life and phenomena
 Acquire skills for observation and experimentation by making observations and
conducting experiments related to geological events and phenomena, and develop the
ability to analyze, interpret, and express the results; understand the composition and
changes of Earth and its climate, and Earth and the universe; and develop scientific ways
of looking at and thinking about geological events and phenomena
 Develop respect for life, an attitude of contributing to the conservation of the
environment, and a comprehensive view of nature through activities that explore living
things and the phenomena in nature surrounding them

Exhibit 4 presents the content covered in the two science fields—Physical Science, and Biology
and Earth Science—in eighth grade.
 Dibuat oleh: Diperiksa oleh:

Prof. Dr. Insih Wilujeng

Tim Dosen Pengampu Mata Kuliah NIP. 196712021993032001
Kajian & Pengembangan
Kurikulum Pembelajaran IPA