A PIECE OF HOPE FROM VITIAGE

MUJAHIDIN AGUS
SMAN 01 UNGGUTAN KAMANRE
Jln. Trans Sulawesi Km. 317 Kab. luwu Prov. Sulawesi Selatan
INDONESIA

1.

lntroduction

The government of Luwu Regency had been decided that this regency is an
educational and religious region. That is mean the government want to enhance the
education sector to increase the region's inhabitants welfare. ln the same time, religion
sector will be endeavored to base all of government and community activities. There are
equal conditions of physical and soul improvement as a direction in development process.
Actually, the government's normative planning is perfec! but there are too many
obstacles those still have to be faced. The major problem is limited finance. This condition
will influences to the school funding, especially to the special school which prepared to be
an international standard school.

2.

Current Status and Structure of Science Education

- lt is no doubt that science education is extremely needs to be conduct in SMAN 01

Unggulan Kamanre. Since established in2007, this school is planned to be a special school
for natural science in stream only. lts entire student is expected to take science education
after they pass grade 10. As effort to support this special program and as allowed to arrange
the school based curriculum (KTSP), the schooladds one hour (teaching meet) to the science
subjects, i.e. physics, biology, chemistry, and mathematics.
There is a specia! program called "acadernic consultation" that purposed to support
student who need an extra time in learning with teache/s accompanyin!. This program
allows the str'rdent to ask a teacher to prepare his/her time after school hour to give

intensive discussion. The program is arranged for the student who meets difficulties
according to the current topic or lesson. But the student who need exceed explanation
about certain topic can also use this extra time.
The use of extra time after school hour is combined with special time for intensive
teaching to the students who are prepared for the National Science Olympiad. Schedule for
National Science Olympiad teaching is 2 - 3 times a week for every subject. This schedule
will be added since one month before regency's selection. lntensive teaching witl also be
arranged when one or more students pass the selection to prepare them for province
selection.

3.

Major lssues, Challenges, and Future Directions

SMA Negeri 01 Unggulan Kamanre faces too many problems. The first is according
to the financial insufficient. This weakness absolutely influences'to other sector in school
managing. lf we talk about the word "unggulan" it is mean that all of school's facilities,

activities, and personnel must be perfect condition, but because of the lack of finance, the

school's facilities are not adequate. The schoot does not have internet connection because .
of no fund and its location far away from capital of Luwu Regency. The computer laboratory
just has seven units of computer (after its 15 computers take away by thieves
about six
months ago):1he school does not have sufficient funds to buy other computers to complete "
again its facilities. There are just two LCD projectors which can be used by 23 teachers.
The other lack is facilities of science laboratories (physics, biology, and chemistry).

The school has only two science laboratories, one for physics and one for biology and
chemistry. lnstruments and material or ingredient for experiment activities are not enough.
This condition effects the teaching process is not perfect. some of standard of competency
cannot be fulfilled especially for kinetics or psychomotor skill. For earth and space science,
even though there is no special laboratory, I always try to teach better. Some kind of
teaching aid I made it by myself. Some kind of them I teach to the student to make it.
The second problem is attitude of some teachers in teaching. They teach with low
spirit, less motivation, and no innovation or creation. Their attitude is apathy. These
attitudes rise because of lack of fund. When they need fund to make or buy a media, chart,
experiment materials, etc. and the school cannot fulfill it, they do not try something new or
innovative thing.
The third problem is community support, especially from parents of students is still
low. This condition is proved by the less payment of tuition fee, even though the tuition fee
is not expensive. lt is can be understand if payment rating is low because the greater part
of
parents come from low class of economy. And, the last problem is less support
by local
government- The reBency government does not give adequate fund to
complete the
school's needs.

As a pioneer school in Luwu Regency, SMAN 01 Unggulan Kamanre has a big

challenge i.e. to prove this school has high prestigious in any event. Even thought the
community may do not know al! weakness in the school, they put a piece of hope to the
school to bring educational sector in Luwu being better than before. They cannot accept if
this school's rank lower than other schools in any event. They want majority of alumni are
accepted in famous state universities. They hope Kamanre's students can. take apart in
province and national level of National Science olympiad, not just as a winner in regency
level. They put a hope to the schoolto being an internationalstandard schoql. They request
all of school's personnel, especially the teachers have to be a perfect person in his/her
competency, attitudes, and esteem. And much other hopes.
These community's expectations exactly being a big challenge and must be fulfill by
the school's community- There is no impossible thing to be reached. Step by step, Kamanre
starts to prove its results of the best efforts. The personnel of Kamanre unify their minds,
goals, and spirit to being the best, especially in Luwu Raya (four regenciesi. lf
the good
appreciate of community finally can be achieve, Kamanre will being famous, so the students
from any region or province will come to Kamanre. ln that time, it is believe that all of stake
holders could be one to give best support in order to bring Kamanre toward the
international class school.

4.

References

Tim perurnus, 2O10- Kurikulum Tingkat Satuon Pendidikon SMAN.O, lJnggulon Komanre.
Kamanre:

KCEC.

ENVIRONMENTAL EDUCAT]ON !N TANGEMNG

"
l.

(by Emma Mahmudah, SMAN 7 Tangerang, Banten tndonesia)

lntroduction
Learning about the environment in high school performed on subjects in class X
semester Biology 2. Also discussed iust a little on the subiects of Physics and Chemistry..
Schools in the city of Tangerang not separate environmental education into special
subjects or local contefit as did other areas.

2.

Current Status and Structure of Environment Education

!n the subiects of Biology, the materialon the Environment contained in the Content
Standard of Curriculum 2006 in following Competency Standards and Basic competence:

4.

ComBeteneySBndardr
Analyzing the relationship between
components of ecosystems, changes
ln matter and energy, and the role
of humans in the ecosystem balance

Basic

e*npetenre

4.1. Describe the role of ecosystem

components in the flow of energy and
biogeochemicalcycles and the usage of

ecosystem components in life

4.2. Explain the relation between human
activities and the problem of
destruction / pollution as well as the
environmental preservation
4.3. Analyze various wastes and waste
recycling
4.4. Produce waste recycled products

This subject is usualtry studied as much as 1O hours of lessons towards the end of
semester 2. Previous subject is the material of the Plantae and Animalia Phylum who
have a wide range of material, so that environmental subject conducted in a hurry and
using the conventional method whish is not attractive and tend to be theoretical. The
method seleited is not much help to solve environment problems. Such as described of
Surtikanti (2009:1a9), that the obstacles in order to ancrease public appreciation for the
environment is the lack of participation of educators to deal with environmentdl
problems and the lack of materials and methods are effective in fostering community

J.

Maior lssues, Challenges, and Future Direction lulaior lssues, Challenges, and Future
Direction
According to Ternpo lhteractive, environmental problemstlat occurred in the town of
Tangerang has been more and more alarming, ineluding:

a-

River Pollution

red and remove the

The condition of the pitch-black waters, sometimes turning
ri
and Gabus
unfleasant smell that is causing the toss of aquagc Sepat
(contributins4tr/"1
waste
Tangerang as lndustrial tonm produced tiquid industrial
have waste water
wlro dumped directly into the river because they do not

fish-

tlleaunent.

b.Malgrorrcforestrarethreatenedwithextinction

district of
mangroves damaged by the exploitation of sand in the
proiects on the beach'
Talgerargand the rampant construction of a number of
c- Ma]function Situ
..l ,, t't . *r.':,t,l
, ., _ i
Si
.''
"
'.-.,,.i.
t
.l.-t:,I
tt..". -,
:-,
':
1'lOi;'* "- '"''t\'" t'SitUaS
c,,';': ' -"--l "' "'
,),,,",er'!"
""'.i;'
season reduced the
the rainy season watef storage and water reserves in the dry
extent and having sedimentation.
d. Establish develovement of the city that ruled out the need for green spaces
d. Lack of good management of domestic waste

ffi;6of

is stiH lacking' lt is
frease public awareness in an effort to save
be given to allstudents at
the environment. Therefore, environmental education should
majors' Even
al! levels, not Only science but also students majoring in non-science
a5 a local content.
schools can set poticy to make environmental education

but

4.

PuUic

References
Press
Surtikanti, H.K.2OO9. Biobgi Lingkungon Bandung. Prima

'

Penerbit Erlangga
Pratiwi, D.A. 2007. Biologi SMAJilid 7 untuk Ketos\.Iakarta'
Priadi, A. 2@9. Eiology
www.ba ntenpro!-go. id

I FOr Senior Hlgh schaot Yeaf x ' 2oo9' Jakarta' Yudhistira

I

don esia lnvestment Gatetluay

Kebersihan Kota' [online]'

Zein, H.M. 2008. Peran Serta Masyarakat dalam Program
(15 Mei 2ox1)

Tersedia;

T1

lncreasingConcerntotheEnvironmentthrouBhProject.BasedLearning
Banten lndonesia)
( by Emma Mahmudah, SMAN 7 Tangerang'
toward
idual basis, and takes into account the
of content understanding demonstrated' and
Based
:ess of project realization' Finally' Froject
s of students working together

Learningallowsstudentstorellectupontheirownideasandopinircns,exercisevoiceand
project outcomes and the learning process in
choice, and make decisions that affect
general.Seha.onofprojectbasedlearningmodel(PjtsL)isexpectedtostimu|atestudents.
awarenessofenvironmentalissues,becausePjBlhavethefollowingcharacteristics;
4.Project-basedlearningislearnereentered-Studerrtshaveasigrtificantvoiceinselecting
they do. There is considerable focus
the content areas and nature of the projects that
are doing' why it is important' and how they
orr students understanding what it is they
of pBL contrlbute to'
w*r be assessed. A, of these rearner-centered Jaracteristics

learnermotivationandactiveengagement.Ahighlevelofintrinsicmotivationand

b.

activeenBagementareessentialtothesuccessofaPBLlesson.
Learning:
From student point of view, Project-Based
otivatingative learning.
ct, Presentation, or Performance
and continual improvement in their product'
Presentatlon, or Perfolrnance'

5)lsdesignedsothatstudentsareactivelyengagedin,'doing,'thingsratherthenin

6)

2.

"learning about" sornething'

skills'
ls challenging; focusing on higher-order

Method

even divide into groups by interest

intoaquestionformat.onegroupwhoisinterestedto-dealwithusedcookingoil
the problem for exarnple "How to
warte as suitable topics will Jecide to formulate
usedcookingoitcanbeusedasfuel?"ortheothergroupswilldecide',howtomake
drink water bottles be a beautiful lanterns?"

2|SoMng:solvingtheproblemjnvohrresgatheringinformationandgeneratin8a
draft contain of:
solution. Each griup discuss to make a
waqte
a design of product originating from household
of iroducts made
design
the
tools and materials neJded to realize
time needed

o
o
o

Then consulting with teachers about the design if possible to be implemented or

not. Each group will submit the results of product design that will be made in
vrlritten report
Creating : creating refers to the creation of a product

3)
4) Sharing :

sharing involves the actual communication

presentation to class members or the school

of findings, such as a

b. How to Assess
To assess the process and student learning outcomes can be used the following rubric
TABLE

1.

RUBRIC PROJECT PLANNING ASSESSMENT

Assessment lndicators

Assessment
Components

l.
2.
3.
4.
5.
6.

Systematics

lhe contents of the

'eport
3acklround

lools and materials

score

Title
Background

Goal
Tools and materials
How it works
References

Formulating the title and purpose of the project

2
rroperly
The foundation of the theory related to the
2
rurpose
Writing tools and materials in accordance with that 2
rsed during the practicum

rA/ork proeedures

Develop a systematic working procedure

teferences f
cibliography

Bibliography writing in accordance with procedure

writing bibliography

Bibliography

references at least three

Maximum Score: 14
Description: lf not in accordance with the indicators given the score
TABLE
No.

(1)

2
3

4
5

RUBRIC APPMISAL DISCUSSION GROUP

The contribution of members of the group during discussiom

Name Not Applicable

2.

Less relevant

(2)

Relevant
(3)

Very relevant
(4)

Description:
. lrrelevant

the contribution
Less rehvant the contribution
the contribution
Relevant
Very relevant the contribution
relevant data

.
.
.

of
of
of
of

students did not fit with the theme aetivities

students is not supported by relevant data
students supported by relevant data
students in the form of new ideas that supported the

TABLE 3. RUBRIC PRODUCT ASSESSMENT

Elements assessed

No

Difficulty level
Aesthetic value
Creativity
TotalScore

2
3

Maximum score

Rating

40
30
30
100

c. Activitles Figure

Fig 1. Liquid composting

Fig 3. Biodieselfrom used cooking oil

Fig 3. Biodiesel

from used cooking oil

.F

Fig 5. Lampion from the waste

3.

Resutt

bottle

Fig. 5. Reuse of waste magazine

awareness of
Project-based Learning Model can be used as an alternative to increase student

environmental issues