Content analysis of science curriculum on plant subjects in different countries: Indonesia, Malaysia, Singapore, and Caribbean

This study aimed to compare the science curriculum in secondary school on the plant subjects in four countries, namely Indonesia, Malaysia, Singapore, and the Caribbean. The type of research is a qualitative method by adapting the Campbell model with content analysis. The procedure for analysis was adopted from Krippendorf. The instrument used the core material for plant subjects by Wilujeng and the triangulation of data sources used documents of curriculum from the four countries. The results showed that the science curriculum in Indonesia refers to the 2013 Curriculum (revision) which has a superior coverage of plant subjects compared to curricula in Caribbean countries and Singapore. The distribution of science material in the curriculum of Indonesia, Malaysia, Singapore, and the Caribbean almost entirely includes core plant subjects. The breadth of the material that has comprehensive discussions related to plant subjects in the science curriculum are Malaysia and Indonesia. Both countries have mega biodiversity which has abundant biodiversity. The depth of plant subjects that covered the core material is Indonesian, Malaysian, and Caribbean curriculum. However, in Singapore, the material for plant reproduction (pollination, fertilization, and germination) is still not appearing in the science curriculum. Furthermore, the sequence of the Indonesian curriculum is in the second position after Malaysia from the comparative analysis contained in this study. Then the next position is occupied by the Caribbean and Singapore curriculum. Each country supports its biodiversity thought to include plant subjects in the science curriculum. It can encourage the realization of Education Sustainable Development (ESD).