抄録
The purpose of the study was to clarify attainment of Indonesian elementary science curriculum 1994 through comparing Indonesian and Japanese students' acquisition of process skills. The 5th and 6th grades elementary school students' acquisition of science process skills were measured using the Science Process Assessment for Elementary Students (PSAES). Significant differences attributed to students' acquisition of basic skills and integrated skills are indicated as follows: (1) Japanese students' acquisition of basic skills is significantly higher than Indonesian students. (2) Japanese students' acquisition of integrated skills is significantly higher than Indonesian students. The discrepancies of science process skills acquisition between Indonesian and Japanese students have some implications with the accomplishment of the curriculum. The study suggests the need of to re-focusing Indonesian elementary science curriculum from process skills towards process-oriented problem solving.
