Integration of Human Values in Science Learning
DOI:
https://doi.org/10.55115/edukasi.v5i1.75Keywords:
human values, science learning, elementary schoolsAbstract
This research aims to explain the integration of human values in science learning in elementary schools. The literature study research method is a data collection technique carried out by examining various literature related to a problem or issue. This method is also known as library research. By analyzing several studies related to the discussion of basic education and human values. Natural Science education at the elementary school level has an important role in forming students' basic understanding of nature and the phenomena around them. However, often the focus of science learning is too heavy on cognitive aspects and pays little attention to the development of human values which are important for student character growth. By integrating human values in science learning in elementary school, it is hoped that a solid foundation can be created for students to become knowledgeable, ethical individuals and ready to face global challenges in the future. This approach is in line with the broader educational goals of preparing the young generation to become responsible citizens and contribute positively to society.
Downloads
References
Afriansyah, E. A. (2015). Qualitative became easier with ATLAS. ti. International Seminar on Mathematics, Science, and Computer Science Education MSCEIS.
Anitah, S. (2008). Media pembelajaran. Surakarta: UNS press.
Bambang, W. (2008). Teknologi pembelajaran landasan dan aplikasinya. Jakarta: Rineka Cipta.
Cintia, N. I., Kristin, F., & Anugraheni, I. (2018). Penerapan model pembelajaran discovery learning untuk meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa. Perspektif Ilmu Pendidikan, 32(1), 67–75.
Faturohman, I., & Afriansyah, E. A. (2020). Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa melalui Creative Problem Solving. Mosharafa: Jurnal Pendidikan Matematika, 9(1), 107–118.
Gais, Z., & Afriansyah, E. A. (2017). Analisis kemampuan siswa dalam menyelesaikan soal high order thinking ditinjau dari kemampuan awal matematis siswa. Mosharafa: Jurnal Pendidikan Matematika, 6(2), 255–266.
Greenstein, L. M. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Corwin Press.
Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(1), 1–14.
Hendrawati, T. (2017). Peningkatan Kemampuan Berpikir Kritis dan Kreatif Siswa SMK Serta Pengembangan Efikasi Diri Melalui Model Pembelajaran Discovery Learning. UNPAS.
Hidayat, A., Saputro, S., & Sukardjo, J. S. (2015). Pengembangan media pembelajaran ensiklopedia hukum-hukum dasar kimia untuk pembelajaran kimia kelas X SMAN 1 Boyolali dan SMAN 1 Teras. Jurnal Pendidikan Kimia, 4(2), 47–56.
Huda, M. (2017). Model-model pengajaran dan pembelajaran: Isu-isu metodis dan paradigmatis.
Khofiyah, H. N., & Santoso, A. (2019). Pengaruh model discovery learning berbantuan media benda nyata terhadap kemampuan berpikir kritis dan pemahaman konsep IPA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(1), 61–67.
Komalasari, K. (2017). Pembelajaran kontekstual: konsep dan aplikasi.
Marzouk, Z., Rakovic, M., Liaqat, A., Vytasek, J., Samadi, D., Stewart-Alonso, J., Ram, I., Woloshen, S., Winne, P. H., & Nesbit, J. C. (2016). What if learning analytics were based on learning science? Australasian Journal of Educational Technology, 32(6).
Ningsih, S. (2014). Realistic mathematics education: model alternatif pembelajaran matematika sekolah. Jurnal Pendidikan Matematika, 1(2), 73–94.
Pangestu, N. S., & Yunianta, T. N. H. (2019). Proses Berpikir Kreatif Matematis Siswa Extrovert dan Introvert SMP Kelas VIII Berdasarkan Tahapan Wallas. Mosharafa: Jurnal Pendidikan Matematika, 8(2), 215–226.
Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: DIVA press.
Samatowa, U. (2010). Pembelajaran IPA di sekolah dasar.
Sanjaya, W. (2015). Perencanaan dan desain sistem pembelajaran. Kencana.
Santoso, S. (1999). Tantangan Pembangunan Universitas Abad XXI. Membangun Pradigma Baru.
Sudira, P. (2011). Praksis Ideologi Tri Hita Karana dalam Pembudayaan Kompetensi pada SMK di Bali. Disertasi. Universitas Negeri Yogyakarta. Tersedia: Http://Staff. Uny. Ac. Id/Sites/Default/Files/131655274/DISERTASI-DR-PUTUSUDIRA-UNY-2011. Pdf Diakses Tanggal, 26.
Sudira, P. (2013). Tri Hita Karana” and the Morality of Sustainable Vocational Education: Proceeding International Seminar The 8th Asia Pacific Network for Moral Education. Yogyakarta State University, Indonesia.
Sulistiyawati, S., & Hedianti, R. (2015). Pengembangan Ensiklopedia Peralatan Laboratorium Biologi Sebagai Sumber Belajar IPA Biologi untuk Siswa Kelas VII SMP/MTs. Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning, 12(1), 77–84.
Sukayasa & Awuy, E. (2014), Pengintegrasian Nilai-Nilai Kemanusiaan (Human Values) dalam Pembelajaran Tematik Sekolah Dasar, Jurnal Kreatif Tadulako, 17 (2), 54-61
Wahyu, Y., Sadia, I. W., Suarni, N. K., & Suastra, I. W. (2020). The Effect of science learning bases-STEM assisted by augmented reality toward scientific attitudes and science outcomes. Journal of Physics: Conference Series, 1567(4), 42015.
Wang, Y., Lavonen, J., & Tirri, K. (2018). Aims for learning 21st century competencies in national primary science curricula in China and Finland. Eurasia Journal of Mathematics Science and Technology Education.
Yusuf, P. M. (2010). Komunikasi Instruksional. Jakarta: Bumi Aksara.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
