这些特征在武冈和洛舍马韦学校生物学发展中的整合

Eva Nauli Taib, Masri Masri
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引用次数: 0

摘要

本研究旨在确定Takengon和Lhoksemawe的生物学学习中的性格价值观以及如何整合性格价值观。本研究中使用的方法是定性描述。这项研究在Takengon和Lhokseumawe地区进行,涉及7名生物学教师,采用有目的的抽样技术。所使用的数据收集技术是观察,然后对教师进行访谈,并分析教师RPP文件,以寻找更多信息作为支持数据。结果表明,学校生物学习中融入的性格价值观涉及健康、宗教、独立、宽容、友好/交流、社会关怀、责任感和对环境的关爱。但每个角色的比例不同,最高的百分比(100%)是宗教、独立、对两个地区的责任价值观,最低的百分比(25%)是医疗保健和友好/沟通价值观,而在罗克修马韦市,关心健康、关心社会和环境的价值观的比例最低(33,3%)。人格价值观的整合是以多种方式进行的,包括在学习开始和结束时折射问候和祈祷、牧师、通过学习模式和媒介进行的整合,是在生物学学习中整合人格的方式之一。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PENGINTEGRASIAN NILAI KARAKTER DALAM PEMBELAJARAN BIOLOGI PADA SEKOLAH MENENGAH ATAS DI TAKENGON DAN LHOKSEUMAWE
This study aims to determine character values and how to integrate character values in biology learning in Takengon and Lhokseumawe. The method used in this study is a qualitative descriptive. This research was conducted in Takengon and Lhokseumawe districts involving 7 biology teachers in purposive sampling techniques. The data collection techniques used were observation, then conducted interviews with teachers and analysis of teacher RPP documents to find additional information as supporting data. The results showed that the character values integrated into biology learning in schools were concerned about health, religion, independence, tolerance, friendliness / communicative, social care, responsibility, and caring character of the environment. But the percentage of each character is different, the highest percentage  (100%) are religious, independence, responsibility values for both regions and the lowest percentage (25%) values are health care and friendly/communicative in Takengon City, while in Lhokseumawe city the value of caring for the health, caring social and environmental care which have the lowest percentage (33,3%). Integration of character values is carried out in various ways, including refraction of greeting and prayer at the beginning and end of learning, chaplaincy,  integration also done through learning models and media is one of the ways to integrate character in biology learning.
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