Integrasi Mata Pelajaran Ekonomi Rumah Tangga (ERT) dengan Kimia

Abstract

Integration of different subjects is important to associate diverse knowledge and to make it meaningful for students. However, it remains a new practice in schools in Malaysia. This paper aims to design an integrated programme for Home Economics and Chemistry subjects for form four and form five levels in secondary schools in Malaysia so as to enable Home Economics and Chemistry students to draw relevance from both subjects and its implications in daily life. This integration can be observed from three aspects: psychology, sociology, and pedagogy. Suitable types of integrations for integrating Home Economics and Chemistry were limited to interdisciplinary and understanding, which incorporates Home Economics skills (skills in identifying and classifying information, skills in relating facts, quantitative skills, and skills in production) and Chemistry skills (scientific skills and thinking skills) and vice versa. The understanding process occurs simultaneously with interdisciplinary process. Content elements can be incorporated into various skills of interdisciplinary. After conducting a study on Home Economics and Chemistry contents, eight integrated topics were designed; Chemicals in food and nutrition, Nutrients relevance and chemical elements, Acid and base in the process of digestion and absorption, Rate of reaction and digestive system, Fats, diet and burning of food, Additives in fast food, and Artificial fabric and polymer. A tryout was conducted for Home Economics students in a government secondary school for the integrated topic ‘Additives in fast food’ which involved 21 fifth formers in Home Economics stream. 85.7% of the students commented ‘I understand better the topic of fast food’, while 95.2% students remarked ‘Integration of two subjects draw my interest towards learning’. Therefore, integration of Home Economics and Chemistry subjects can be regarded as having an excellent feedback from students. Time constraint, teaching aids, and support from school administrators were judged to be main obstacles for integration of Home Economics and Chemistry.