An overview of conceptual understanding in science education curriculum in Indonesia

• Published in: Journal of physics. Conference series 2018-03, Vol.983 (1), p.12044
• Main Authors: Widiyatmoko, A, Shimizu, K
• Format: Article
• Language: English
• Subjects: Core competencies; Curricula; Education; Learning; Physics; Science education; Skills; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/983/1/012044

The purpose of this article is to discuss the term of "conceptual understanding" in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.