SCIENTIFIC CHARACTER PROFILE OF SECONDARY LEVEL STUDENTS THROUGH ENVIRONMENTAL LEARNING PROCESS BASED ON CAMBRIDGE CURRICULUM DEMAND.

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Serty Karina Marti, 2014

SCIENTIFIC CHARACTER PROFILE OF SECONDARY LEVEL STUDENTS THROUGH ENVIRONMENTAL LEARNING PROCESS BASED ON CAMBRIDGE CURRICULUM DEMAND

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

SCIENTIFIC CHARACTER PROFILE OF SECONDARY LEVEL STUDENTS THROUGH ENVIRONMENTAL LEARNING PROCESS

BASED ON CAMBRIDGE CURRICULUM DEMAND

BACHELOR THESIS

Submitted To Fulfill Requirement for the Degree of Sarjana Pendidikan in Biology Education Department

Arranged by: Serty Karina Marti

1003094

BIOLOGY EDUCATION DEPARTMENT

MATHEMATICS AND SCIENCE EDUCATION FACULTY INDONESIA EDUCATION UNIVERSITY

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SCIENTIFIC CHARACTER PROFILE OF SECONDARY LEVEL STUDENTS THROUGH ENVIRONMENTAL LEARNING PROCEES

BASED ON CAMBRIDGE CURRICULUM DEMAND

By:

Serty Karina Marti Registration Number: 1003094

A Research Paper Submitted as a fulfilment for the requirement of the Sarjana

Pendidikan Degree in Faculty of Mathematics and Science Education

©Serty Karina Marti Indonesia University of Educatiom

December 2014

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SCIENTIFIC CHARACTER PROFILE OF SECONDARY LEVEL STUDENTS THROUGH ENVIRONMENTAL LEARNING PROCESS BASED ON CAMBRIDGE CURRICULUM DEMAND

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Table of Content

E. Significance of the Study………..6

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CHAPTER III RESEARCH METHOD………..34

A. Operational Definition……….34

B. Kind of Study………..34

C. Subject of Study………..35

D. Population and Sample of Study……….35

E. Sampling Technique………35

F. Time and Placement Study………..35

G. Instrument of Study……….36

H. Collecting Data Technique………..46

I. Collecting Data Procedure………...46

J. Data Analysis………..47

K. Study Flowchart………..…52

CHAPTER IV RESULT AND DISCUSSION………53

A. Study Result………53

B. Discussion………...84

CHAPTER V CONCLUSION AND RECOMMENDATION………94

A. Conclusion………..94

B. Recommendation………94

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APPENDICES………...xvi

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CHAPTER I

INTRODUCTION

A. Background

Nowadays, character came to mean a distinctive mark by which one thing was distinguished from others, and then primarily to mean assemblage of qualities that distinguish one individual from another. The character itself is the one of education process product besides knowledge, skills, and values (Homiak, 2011). The character could be defined as attitudes which present in human. Nevertheless current condition reflected that people character was decreasing all the time, criminality rate was increasing sharply and environment awareness was decreasing. According to articles in media online that has written by Jordan (2013), SMK student threw “air keras” to a public transportation passenger and also several passenger, some people injured because of that accident, Jakarta 4th of July 2013. Another case on the criminality level case in Bandung it’s been dominant and increasing significantly as adolescences crimes such as gangsters crime in several days ago which injured even killed people, and robbery by a number of adolescence in several public place. According to several accident that happened, we know that urgency of character education increasing all the time but on the facts education implementation lack of character education. National character must be responsible for all citizens and personal not only as an individual, teachers, schools, and parents and government responsible. Seen from recent conditions and analyze our education system in Indonesia, we have to take an action to maintain good character that should be objectives National curriculum priority.

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University of Cambridge, as a not-for-profit organization that continually invest in education, research and services for schools. Cambridge International curriculum is an International curriculum which most frequently implemented by International schools in Indonesia. As quoted from antara news online (2013) number of school in Indonesia has conducted a test in 28.000 using Cambridge curriculum, an increase of 15% from 2012 and nowadays, there are 166 schools based on Cambridge curriculum in Indonesia and more 9000 schools around the world implemented Cambridge curriculum, it sure happened because of many school want to get the best system partner as their promises toward education consumer which is students. That point before showed that how globalization era has emerged high competition between human being to be capable and competent through get the best place as objectives and recognition of life. Beside that Cambridge curriculum provide an effective, analytical and logical improvement system through learning activities, as stated by Simarmata Salvatore (2013) that Cambridge curriculum help student through develop their intellectuality, personality, emotion, and socialization ability. All of it has failed be found from National curriculum implementation result, as a consequence parents rather be schooled their children at Cambridge curriculum school.

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achieve better character through daily learning activities behaviour, learning strategy or learning approach.

Character that must be implemented is a good character, especially for student good character must be formed and internalized in their self. One of good character that was representing character as a learning process result is a scientific character, why scientific character? It’s because scientific character representative as real product of science learning through scientific attitudes. Accordingly we should be regard the urgency role science learning process especially biology learning in student character forming as Sudrajat (2011) said that character education is important for the human’s life so that the role education plays is not only limited to showing the moral knowledge, but also loving and willingness to take moral action.

In handle the low of Indonesia people character, Cambridge curriculum was designed to fulfil globalization and National morality level demand in which curriculum contents are competencies which was stated on core competency subject and was specified on basic competency. Moreover Cambridge curriculum was designed to giving student’s learning experience as wide as they could for their attitudes, skills, and knowledge development. Whereas learning experience result is student’s result itself which is described human qualified that was stated on Cambridge syllabus vision point (Cambridge IGCSE Syllabus, 2013).

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To change this paradigm required a quality education system and affordable, do not rely on expensive props, but refers to the nature and the environment as a source of knowledge. Advantages based learning environment and natural of them is to carry out religious advice because there are some texts that suggest to us to take a lesson from nature. Train, sharpen and stimulate the intellectual power to be able to communicate with nature, thus interwoven harmonious relationship between man and nature. Can adapt to the local nature, students will not feel strange by the state of nature in its own country. Indirect way that environmental learning process involved as education character pathway.

The biggest challenge of this study to present a deep and comprehensive about how profile scientific character that will be formed on senior high school in environmental learning process based on Cambridge curriculum core competency demand and examine it is right that Cambridge curriculum was designing to achieve better people character than another. The expectation on this research are Cambridge curriculum can covering and answering low levels of Indonesian people character, and also this research can be one of character education reference for another researcher.

B. Statement of Problems

The Problem that will be focused on the research is “How scientific character profile of secondary level student that will be forming through environmental learning process based on Cambridge curriculum demand? The problem was then expanded into several research questions as follow: 1. What is scientific characters that would be forming on secondary level

students through environmental learning process based on Cambridge curriculum demand?

2. How is scientific attitude level that would be forming on secondary level student through environmental learning process based on Cambridge curriculum demand?

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4. What is the rarest scientific character that emerge on secondary level student through environmental learning process based on Cambridge curriculum demand?

C. Problem Limitation

Due to the wide range problems addressed, researcher then set limitation for this study as follows:

1. Scientific characters that will research on this study are honesty, objectivity, curiosity, open mindedness, persistence, self-motivation and focus.

2. Cambridge curriculum that has used for this study is IGCSE biology on section I (diversity of living organism) and section IV (relationship between organism and their environment).

D. Research Purpose

The main purpose of this research was know how scientific character profile of secondary level student through environment learning process based on core competency demand of Cambridge curriculum

E. Research Significance 1. For The Researcher

Obtain a comprehension about character education especially scientific character profile that will be formed through environmental learning process based on Cambridge curriculum core competency demand. 2. For The Other Researcher

As a reference on analytical comprehension about character education especially scientific character profile that will be formed through environmental learning process based on Cambridge curriculum

3. For Teachers

As a reference comprehension how student scientific character profile that will be formed through environmental learning process based on current curriculum that is Cambridge curriculum.

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Facilitate the construction of scientific character profile as like as Cambridge curriculum demand priority

5. Theoretical Significant

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Serty Karina Marti, 2014 SCIENTIFIC CHARACTER PROFILE OF SECONDARY LEVEL STUDENTS THROUGH ENVIRONMENTAL LEARNING PROCESS BASED ON CAMBRIDGE CURRICULUM DEMAND _{Universitas Pendidikan}

Indonesia | repository.upi.edu | perpustakaan.upi.edu

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