File : THESIS.pdf - Universitas Muhammadiyah Malang

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Copies of syllabuses, past papers and Examiners' reports are available on CD- ROM and can be ordered using the Publications Catalogue, which is available at www.cie.org.uk under ‘Qualifications & Diplomas’ – ‘Order Publications’. 108
INTRODUCTION BIOLOGY 9700 A/AS LEVEL This syllabus is designed to give flexibility both to teachers and to candidates and to place greater emphasis on the understanding and application of scientific concepts and principles than on the recall of factual material, whilst still giving a thorough introduction to the study of Biology. Centres and candidates may choose: • to take all Advanced Level components in the same examination session leading to the full A Level; • to follow a staged assessment route to the Advanced Level by taking the Advanced Subsidiary (AS) qualification in an earlier examination session. Subject to satisfactory performance such candidates are then only required to take the final part of the assessment (referred to in this syllabus as A2) leading to the full A Level; • to take the Advanced Subsidiary (AS) qualification only. AIMS / TUJUAN PEMBELAJARAN These are not listed in order of priority. The aims of a course based on this syllabus should be to: 1. provide, through well-designed studies of experimental and practical biological science, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to 1.1 become confident citizens in a technological world and able to take or develop an informed interest in matters of scientific import; 1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life; 1.3 be suitably prepared for studies beyond A Level in biological sciences, in further or higher education, and for professional courses. 2. develop abilities and skills that 2.1 are relevant to the study and practice of biological science; 2.2 are useful in everyday life; 2.3 encourage effective, efficient and safe practice; 2.4 encourage effective communication using universal scientific conventions. 3. develop attitudes relevant to biological science such as 3.1 concern for accuracy and precision; 3.2 objectivity; 3.3 integrity; 3.4 the skills of enquiry; 3.5 initiative; 3.6 inventiveness. 4. stimulate interest in, and care for, the local and global environment, and understand the need for conservation. 109
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MODEL KURIKULUM INTEGRASI PADA RINT
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PERNYATAAN Dengan ini saya menyatak
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MOTTO Saya hanya ingin berkata ....
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ABSTRACT Aida Rusmilati R, 2007. Mo
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2. Bapak Dr. H. Achmad Habib, MA, s
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2.1.3 Analisa Kebijakan Pendidikan
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4.3. Implementasi kurikulum integra
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1.1. Latar Belakang Masalah BAB I P
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Menurut Next Steps, “language Acr
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lulusan nasional yang diperkaya den
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Proses penyusunan kurikulum integra
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e. Kendala-kendala apa yang ditemui
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mencari solusi atas masalah kebijak
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2.1. Kajian Teori 2.1.1. Kebijakan
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Variasi kualitas penyelenggaraan pe
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Sedangkan tujuan secara umum progra
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2.1.3. Analisis Kebijakan Pendidika
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lepas dari prosedur atau rangkaian
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tidak terealisir tetapi yang dapat
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pendekatan evaluasi kebijakan pendi
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SMA Negeri 3 Madiun sebagai impleme
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Penguasaan teori sistem kebijakan s
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Disamping sebagai studi lapangan, B
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2.2.3. Prinsip-Prinsip Pengembangan
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Prinsip kelima adalah efektivitas.
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memberikan penjelasan tentang organ
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sebagainya. Sekolah harus melayani
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tetapi dari bawah, yaitu guru-guru
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4. The Demonstration Model Model de
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harus memasukkan pandangan dan hara
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2.3.1. Pengertian Integrated Curric
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erikut: (1) Mengintegrasikan kontek
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Tahapan Inquiry 1. Tuning in (penye
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Untuk mengimplementasikan Language
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kurikulum pada tujuan, isi, organis
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SMA Negeri 3 Madiun terletak di pin
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didasarkan atas pengalaman secara l
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Page 125: CONTENTS BIOLOY GCE Advanced Subsid
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Page 135 and 136: BIOLOGY 9700 A/AS LEVEL Candidates
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Page 161 and 162: Evaluasi dan hasil penilaian Pelap
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Page 165 and 166: 144 Lain halnya dengan pendapat sis
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Pengintegrasian lintas meta pelajar
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cukup lama, (c) Materi di kurikulum
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160 Keenam : memahami kedalaman mat
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162 Oleh karena itu untuk mengatasi
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164 Pendampingan dilakukan selama p
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dilihat dari : (a) penentuan SKBM m
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DAFTAR PUSTAKA Ary, Donald, 2002. I
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Lampiran 1: Instrumen wawancara Ped
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Lampiran 2 : Pedoman wawancara Resp
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Lampiran 9: Angket untuk Siswa Untu
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15. Saya ingin mempunyai kepercayaa
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Lampiran 10: Angket untuk Siswa Unt
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22. Saya sering menggunakan cara-ca
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TRY OUT CAMBRIDGE EXAMINATION SUBJE
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5. The diagram shows an α1:4 glyco
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12. Strips of plant tissue were imm
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A B C D What measurements do the cu
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The graph shows deaths from lung ca
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II. Answer all the questions 1. Fig
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(a) Name the structures labeled A t
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