The biggest challenge Indonesia facing now is demographic bonus with population of productive age over 70% but in low level of education. The Government has made a breakthrough by implementing curriculum which is applying scientific learning models at various levels of education. This research tried to investigate the effectiveness, relevance, and balance between theory, policy, and its implementation. The descriptive approach was employed to interpret the data collected through interview, questionnaires, and classroom observation. Participants involved were 15 geography teachers. The results showed that the scientific learning model which combine the skill of the research process, the concept creative intelligence, and the theory of inquiry learning was elaborated into a rigid policy. Every teacher is required to perform the five learning steps of observing, asking, seeking data, associating, and communicating. This policy is told difficult to apply. Apart from being lack of media and learning tools in schools, teachers have misconceptions about the scientific approach. The teachers consider that the five scientific steps are not a syntax of learning but may be random and may take only one or two steps such as only observing and questioning. In several schools, its implementation tends to return to traditional methods of lecturing and questioning. In conclusion, theories, policies, and implementation of scientific learning, especially on geography subjects in Indonesia are less effective, not all relevant material is taught through scientific learning, and lack of balance between the theory developed and its implementation in schools.
Ahmad Yani, Universitas Pendidikan Indonesia, Indonesia
Mamat Ruhimat, Universitas Pendidikan Indonesia, Indonesia
Rosita Rosita, Universitas Pendidikan Indonesia, Indonesia
Stream: Educational Policy, Leadership, Management & Administration
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