Tahmid Sabri
University of Tanjungpura

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The internalization of Value in Thematic Learning Scientific Nuances by Primary Teacher Education Tahmid Sabri
JPDI (Jurnal Pendidikan Dasar Indonesia) Vol 3, No 1 (2018): Volume 3 Number 1 March 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (917.646 KB) | DOI: 10.26737/jpdi.v3i1.613


Internalizing the value of character in primary school children is fundamental, but the reality in school teachers is still difficult to do because of the inappropriateness of the approach used. The solution needs to be addressed by a scientific approach so that this study is expected to describe the design of learning to its implementation. This research uses the method of description through class action done by students peer teaching fellow colleagues. The findings show that the design of value internalization in scientific learning can be done well by the students from the mapping of themed concepts and sub-themes to the determination of KI, KD, Indicator, objective formulation, activities, and integrated evaluation of attitudes, skills, and knowledge in an integrated manner. Similarly, the well-packed implementation of the initial activity, the core activities to the final activity, it looks the scientific nuances that deliver the internalization of values on the participants of learning that will personally on themselves as individuals who are pious, noble, intelligent, skilled, creative , discipline, independence, responsibility and democratic. This achievement cannot be separated from the various obstacles experienced by students but can be overcome, so as not to reduce the acquisition of expected learning outcomes. The results of this study are expected to be used as a basic capital for the development of thematic learning either for the needs of students who are teaching in elementary school or for the development of integrated therapeutic learning in elementary school.
Teachers’ Way Applying Integrated Learning Using Integrated Model With Creativity in Development Simple Aircraft as Central Theme Tahmid Sabri
JETL (Journal of Education, Teaching and Learning) Vol 3, No 1 (2018): Volume 3 Number 1 March 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (399.612 KB) | DOI: 10.26737/jetl.v3i1.612


his research is carried out in cycles (stages), with some step steps that are (1) The teacher makes the design of integrated learning; (2) Conducted observations by the researcher; (3) Reflection is done to see together the constraints experienced by teachers when designing; (4) Implementing subsequent actions as remedial measures for teacher inaccuracies in previous activities; (5) The next step of implementing the design that has been made; (6) Reflections on the inaccuracy in the implementation of learning (7) Take the next class action as a remedy for inaccuracy in the implementation. Then the findings of this study include (1) Distribution of time in learning, both in the design of learning and in the implementation of learning difficult for teachers to distribute it appropriately; (2) The correlation between concepts in the related field of study, is still awkward or not yet done by the teacher appropriately; (3) Drawing conclusions in learning. Teachers have difficulty directing the students to conclude from the concepts already discussed (4) The views of integrated learning teachers need to be applied in elementary schools, as they can capture some concepts from several fields of study at the same time (5) Students' view that learning in an integrated way not difficult even fun, only a small part that says difficult because not yet accustomed.