Gagasan, Sikap, dan Praktek Guru IPA dan Matematika Yayasan Santa Ursula terhadap Pendidikan Nilai  

Oleh:

Suparno, Paul [S.J.]

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Widya Dharma: Jurnal Kependidikan (Majalah Ilmiah Kependidikan) vol. 16 no. 1 (Oct. 2005), page 1-14.
Topik: ipa; Value Education; Values Through Natural Science Subject; Natural Science (IPA) Education

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: WW32.3 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk
Perpustakaan PKPM Nomor Panggil: W77 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk

Isi artikel

The study investigated the ideas, stance, and practices of Natural science (IPA) and Mathematics teachers at Santa Ursula Foundation in Bumi Serpong Damai, Tangerang, concerning value education which needed to be emphasized for the sake of the advancement and oneness of the Indonesian nation through Natural Science and Mathematics subjects. The samples were 38 Natural Science and Mathematics teachers at Santa Ursula Foundation in Bumi Serpong Damai. The samples consisted of 18 Elementary school teachers and 20 high school ones. The research was conducted in July 2004 and the instruments were questionnaires and interviews to find out the teachers’ ideas, stance, and practices regarding value education. The results of the qualitative and quantative analyses showed that: (1) the ideas of Natural Science and Mathematics teachers towards value education were as follows: (i) the values which needed to be taught to students were honesty, self-discipline, loving affection, responsibility, cooperation and sensitiveness; and (ii) the above mentioned values could be transferred through Natural Science and Mathematics subjects; (2) the teachers had positive stance on value education; and (3) the practices of the teachers in value education were asfollows: (i) they had thus far taught the values of honesty, discipline, responsility, and loving affection; (ii) the common methods were practicums, timely collections of assignments, group work, and lectures; and (iii) the main obstacles in value education were the students felt that they saw no significance of values, received no support from families or society, and it was dificult for the teachers to find values in their subject matters.

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