Analysis of the Structure and Content of the Independent Curriculum on Global Warming Material

Abstract

An independent curriculum gives teachers the freedom to be able to design, and plan learning according to the needs of students where the content will be more optimized. This study aims to describe the suitability of the structure and content of the independent curriculum on global warming material based on the revised bloom taxonomy, Dave and Dyers' taxonomy and chemical standard textbook. The method used in this study is a qualitative descriptive method. This study used a content structure analysis research design from the Model of Educational Reconstruction (MER). The data analysis techniques carried out are the data analysis techniques of Milles and Hubberman. The instruments used are content standard analysis tables and structure analysis tables. Structural analysis was performed with reference to the revised bloom taxonomy, Dave and dyers taxonomy. The broadness content analysis is guided by the high school book issued by the Ministry of Education and Culture and the depth of the material is guided by the global climate change textbook by Suruchi Singh. The results of the research obtained in the structural analysis are:   (1) The elements of chemical understanding are in accordance with the revised bloom taxonomy, (2)The process skill element only dominates abstract skills, (3)pancasila profile elements there are abstract skills and attitude realms. Meanwhile, in the content analysis, namely: (1) the breadth of material in the global warming CP is appropriate in the high school book from the Ministry of Education and Culture, (2) the depth of the material there are some materials that are not suitable based on the chemistry textbook by Suruchi Singh.