Effective Science Learning: A Comparative Study between Indonesia and Finland
Keywords:
Science Learning, Comparative Study, Finlandia, Indonesia
Abstract
Science studies nature systematically through observation and experimentation to understand the causal relationships of natural events. Science learning not only focuses on the mastery of knowledge but also on the process of discovery, skills development, and scientific attitudes. The main challenge in science learning in Indonesia is the disparity of educational facilities between schools causing a gap in the quality of education, low science literacy of students and misconceptions. Science learning in Finland, known for its phenomenon-based and student-centered approach, offers a potential solution. The Finnish education system emphasizes interdisciplinary understanding and real-world relevance, which can be applied in Indonesia to improve the quality of science learning. This research is a literature study that identifies, evaluates and analyzes articles related to science learning in Indonesia and Finland. Results show that the adoption of Finnish methods can improve science learning in Indonesia by emphasizing hands-on experience and active student interaction. The Finnish government also supports science learning from an early age to develop children's potential. This study suggests improving education facilities and adopting best practices from Finland to improve the science education system in Indonesia.
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Zubaidah, S. (2011). Pembelajaran Sains (IPA) sebagai Wahana Pendidikan Karakter. In Seminar Nasional II “Mewujudkan Pendidik dan Tenaga Kependidikan Yang Profesional", Juni (pp 1-10).
Cahyani, L. N. (2023). Sistem Pendidikan Finlandia: Membangun Kemandirian dan Semangat Belajar Siswa. Journal of Contemporary Issues in Primary Education, 1(2), 55-61.
Chung, J. (2023). Informed Teacher Education, Teacher Autonomy and Teacher Agency: The Example of Finland. London Review of Education, 21(1), 1-11.
Daud, R. M. (2020). Sistem Pendidikan Finlandia suatu Alternatif Sistem Pendidikan Aceh. PIONIR: Jurnal Pendidikan, 8(2), 21-36.
Dinata, A. N., Adisendjaja, Y. H., & Amprasto, A. (2018). Pengaruh Field Trip terhadap Kemampuan Literasi Sains dan Sikap terhadap Sains Siswa SMA pada Materi Ekosistem. Assimilation: Indonesian Journal of Biology Education, 1(1), 8-13.
Fitria, E. (2024). Komparasi Sistem Pendidikan Finlandia dan Singapura: Studi dalam Meningkatkan Reputasi Sistem Pendidikan di Indonesia. Jurnal Genesis Indonesia, 3(01), 34-48.
Hutagaluh, O. (2022). Pendidikan Di Finlandia: Kemajuan Dan Contoh Untuk Indonesia. Jurnal Ilmu Pendidikan dan Kearifan Lokal, 2(4), 188-198.
Izzuddin, A. (2019). Sains dan Pembelajarannya pada Anak Usia Dini. Bintang: Jurnal Pendidikan dan Sains, 1(3), 353-365.
Kurnia, S. D. (2021). Urgensi Pembelajaran Sains dalam Meningkatkan Motivasi Belajar pada Anak Usia Dini. EDUCHILD (Journal of Early Childhood Education), 1(1), 46-57.
Kurniawan, Z. F., Saputra, D. D., & Saputra, W. (2024). Mengintip Sistem Pendidikan di Negara Termaju di Dunia. Journal of Information Systems and Management (JISMA), 3(2), 23-26.
Leppisaari, I. (2019). Exploring Emerging Mentoring Practices in New Ecosystems of Learning in Finland. International Association for Development of the Information Society, pp. 97-108.
Nafiuddin & Holis, M. (2023). Sistem Pendidikan di Dunia Islam dan Barat. Waratsah: Jurnal Ilmu-ilmu Keislaman dan Sosiolinguistik, 9(2), 51-74.
Odell, B., Galovan, A. M., & Cutumisu, M. (2020). The relation between ICT and science in PISA 2015 for Bulgarian and Finnish students. EURASIA Journal of Mathematics, Science and Technology Education, 16(6), em1846.
Pakpahan, R. (2016). Faktor-faktor yang Memengaruhi Capaian Literasi Matematika Siswa Indonesia dalam PISA 2012. Jurnal pendidikan dan kebudayaan, 1(3), 331-348.
Pratiwi, S. N., Cari, C., & Aminah, N. S. (2019). Pembelajaran IPA abad 21 dengan Literasi Sains Siswa. Jurnal Materi dan Pembelajaran Fisika, 9(1), 34-42.
Prihastari, E. B., & Rizkasari, E. (2023). Mengembangkan Outdoor Learning Dalam Perkuliahan Geometri Dan Pengukuran Bagi Calon Guru SD. Innovative: Journal of Social Science Research, 3(2), 6736-6746.
Putri, C. H., Mutiawati, Y., & Al-Fuad, Z. (2021). Analisis Pembelajaran Sains di Kelompok B1 Al-Khawarizmi TK Al-Azhar Cairo Banda Aceh. Jurnal Ilmiah Mahasiswa Pendidikan, 2(2), 1-14.
Putri, L., Rouf, A. D., Dafirsam, D., & Ilmi, D. (2023). Administrasi dan Sistem Pendidikan Di Negara Maju Finlandia dan Mesir. Innovative: Journal of Social Science Research, 3(6), 7331-7340.
Saarinen, A. I., Lipsanen, J., Hintsanen, M., Huotilainen, M., & Keltikangas-Järvinen, L. (2021). The Use of Digital Technologies at School and Cognitive Learning Outcomes: A Population-Based Study in Finland. International Journal of Educational Psychology, 10(1), 1-26.
Safrizal, S. (2021). Gambaran Kemampuan Literasi Sains Siswa Sekolah Dasar di Kota Padang (Studi Kasus Siswa di Sekolah Akreditasi A). El-Ibtidaiy: Journal of Primary Education, 4(1), 55-64.
Siregar, N. H., Murniati, & Bahrun (2021, September). Educational Financing Management to Improve the Quality of Education. In 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020) (pp. 409-413). Atlantis Press.
Suardipa, I. P. (2020). Diversitas Sistem Pendidikan di Finlandia dan Relevansinya dengan Sistem Pendidikan di Indonesia. Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya, 2(2), 68-77.
Sucianti, D. (2021). Analysis Causes of the Low Literature Ability of Students in Indonesia. In Social, Humanities, and Educational Studies (SHES): Conference Series (Vol. 4, No. 5, pp. 217-222).
Sulthon, S. (2017). Pembelajaran IPA yang Efektif dan Menyenangkan bagi Siswa Madrasah Ibtidaiyah (MI). ELEMENTARY: Islamic Teacher Journal, 4(1), 38-54.
Sumintono, B. (2010). Pembelajaran Sains, Pengembangan Keterampilan Sains dan Sikap Ilmiah dalam Meningkatkan Kompetensi Guru. Al-Bidayah, 2(1), 63-85.
Sundari, S., & Sassi, K. (2024). Analisis Komparasi Sistem Pendidikan Indonesia dan Finlandia. Simpati: Jurnal Penelitian Pendidikan dan Bahasa, 2(1), 142-161.
Tomperi, P., Ryzhkova, I., Shestova, Y., Lyash, O., Lazareva, I., Lyash, A., ... & Uteng, S. (2020). The Three-Factor Model: A Study of Common Features in Students’ Attitudes Towards Studying and Learning Science and Mathematics in The Three Countries of the North Calotte Region. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 89-106
Wang, Y., Lavonen, J., & Tirri, K. (2018). Aims for learning 21st century competencies in national primary science curricula in China and Finland. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2081-2095.
Wenno, I. H. 2010. “Pengembangan Model Modul IPA Berbasis Problem Solving Method Berdasarkan Karakteristik Siswa dalam Pembelajaran di SMP/ MTs”. Cakrawala Pendidikan, Tahun XXIX, No. 2: 176-188.
Wicaksono, A. G., & Sayekti, I. C. (2020). Bagaimana Perbandingan Kurikulum 2013 dengan Kurikulum Australia pada Mata Pelajaran IPA? Natural: Jurnal Ilmiah Pendidikan IPA, 7(1), 21-29.
Winarti, W. (2011). Pembangunan Karakter dalam Pembelajaran Sains melalui Metode Ilmiah. In Prosiding Seminar Biologi (Vol. 8, No. 1).
OECD. 2006-2022. Programme for International Student Assessment. www.oecd.org/pisa/
Yusmar, F., & Fadilah, R. E. (2023). Analisis Rendahnya Literasi Sains Peserta Didik Indonesia: Hasil PISA dan Faktor Penyebab. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 13(1), 11-19.
Zubaidah, S. (2011). Pembelajaran Sains (IPA) sebagai Wahana Pendidikan Karakter. In Seminar Nasional II “Mewujudkan Pendidik dan Tenaga Kependidikan Yang Profesional", Juni (pp 1-10).
Published
2024-12-30
Section
Articles
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