P. Giriyanti, B. Supriatno, N.Y. Rustaman
Some developments going on biology learning as long as curriculum progresses such as practical activities on diffusion and osmosis. The research aims to describe the characteristics of diffusion and osmosis practical design based on the student's worksheet along with the development of the curriculum. The research method was descriptive. The samples used include eight student worksheets from different curriculums. Analysis indicators include the content, practical activities, and the construction of knowledge. Curriculum that used in the study began from the 2004 Standard-based Curriculum until 2013 Curriculum. Data analysis was conducted by scoring aspects of concepts, practices, and knowledge construction in student worksheets using the assessment rubric. The results show that the content of diffusion practicum and osmosis activities do not increase the percentage in line with the development of the curriculum (75.00%; 75.00%; 75.00%). The percentage was increase in practices (71.43%; 80.95%; 90.48%) and knowledge construction aspects (83.33%; 91.67%; 95.83%). Thus, it can be concluded that as the curriculum progresses, diffusion and osmosis activities do not develop in the essence of the content but on practical activities and knowledge constructions. © Published under licence by IOP Publishing Ltd.
Department of Biology Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia
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