Cognitive learning outcomes of physics in national curriculum of Indonesia and International baccalaureate

Abstract

In education system, a curriculum is needed as a set of plans on the objectives, content, and lesson materials and as a set of guidelines for the implementation of learning activities to achieve certain learning outcomes. Learning outcomes represent what a learner is expected to know, understand, and/or able to demonstrate at the end of period of learning and it is the forefront of educational change. National curriculum of Indonesia has been changed and renewed for multiple times these past years, while International Baccalaureate stands as a rigorous curriculum. This study examines senior year of high school students from national schools using National Curriculum of Indonesia and international schools using International Baccalaureate in Jakarta. A physics paper test was used to collect data about students' level of learning outcomes in cognitive domain. The preliminary results of the research show that the aims, goals, and objectives of the curricula are different in terms of the cognitive learning. This study is describing as well as comparing the differences of learning outcomes using the Bloom's taxonomy between grade 12 students from schools using National curriculum of Indonesia and grade 12 students from schools using International Baccalaureate which is focusing on the cognitive domain.