Teaching Plan

The teaching plan used in Indonesia is different from the one we use in the Philippines. When I was on the process of making my learning implementation plan, I noticed these differences, and realized that the learning implementation plan used in Indonesia is more detailed but is more helpful because it really guides the teacher when he or she is teaching in the class.

Science Curriculum in Indonesia

The differences in the science curriculum of Indonesia and to that of the Philippines, especially in the Junior High School level, can be noticed immediately.

The science subject in Indonesian Junior High School is called Ilmu Pengetahuan Alam, which literally translates to "Natural Science." This subject is taught in all grades in the junior high school level. Different grade levels tackles different topics under this subject.

Generally, the structure of IPA is integrated. This means that all branches of science are integrated with one another, they are interconnected. One topic in Physics is connected to that in Biology, and in Chemistry. In this way, the students would see the branches of science as a system that are interconnected and are related, not as separate entities. In the Philippines, the branches of science in the science curriculum are viewed separately. There is no link that connects the branches of science, that's why the students cannot find the relationship of these branches.

I have taken note of the core competencies of the subject IPA.

Respect and celebrate the teachings of the religion they adhere to

Respect and appreciate the honest behavior, discipline, responsibility, care (tolerance, mutual cooperation) polite, confident, in reacting effectively with the social and natural environment in the range of relationships and their existence

Understand and apply knowledge (factual, conceptual and procedural) based on the curiosity about science, technology, art, culture related to phenomena and events that are visible to the eye

Processing, presenting, and reasoning in the realm of concrete (using, parsing, making) and abstract direction (writing, reading, calculating, drawing, and assembling, modifying, and composing) according to what and sources are studied in other sources of the same school in a theoretical perspective

The subject IPA does not only aim to develop the factual knowledge about scientific concepts, but rather, the holistic development of the students.The students should also know how to connect these concepts in the different aspects of everyday life.

Under these core competencies are basic competencies that the teacher should incorporate, and these basic competencies have indicators under them. The basic competencies and the indicators become the basis of the daily lessons of the teacher because they contain the specific topics that the students should be able to learn at school.

The IPA subject does not only focus on learning inside the classroom. Teachers could modify the way a topic is to be taught in order to make learning more interesting. Aside from classroom discussions, there are a wide array of methods that a teacher could use to teach this subject.

Science Teaching Plan

The teaching plan used in Indonesia is different from that of the teaching plan used in the Philippines. They have similar parts but the Indonesian teaching plan is more detailed than that of the Philippine teaching plan.

Indonesian teaching plans are food for 2 hours or 3 hours, or even a week, depending on how long a teacher will teach a subject matter. In the Philippines, teaching plans plans are made daily.

I did not have any problem in making my Indonesian teaching plan because I used my cooperating teacher's teaching plan as a guide. And in the teacher's book, there's a part where teachers could get some information that they could put in their teaching plan.

Embedded on the button beside this is a sample teaching plan, the teaching plans that I used when I taught in SMPN 11.