File : THESIS.pdf - Universitas Muhammadiyah Malang

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sections, A to U. A Cell Structure B Biological Molecules C Enzymes D Cell Membranes and Transport E Cell and Nuclear Division F Genetic Control G Transport H Gas Exchange I Infectious Disease J Immunity K Ecology L Energy and Respiration M Photosynthesis N Regulation and Control O Inherited Change (Gene technology now in section R) P Selection and Evolution Applications of Biology Q Biodiversity and Conservation R Gene Technology (includes some material originally in O) S Biotechnology T Crop Plants U Aspects of Human Reproduction Papers 1 and 2 will assess the AS parts of the Core. Paper 4 will assess the A2 parts of the Core and Applications of Biology. The A2 parts of the syllabus, which will be examined only in the full Advanced Level qualification, are indicated in bold type in the subject content. The Applications of Biology section occupies about 12% of the full Advanced Level course. A booklet covering this section can be purchased from CIE. BIOLOGY 9700 A/AS LEVEL In order to specify the syllabus as precisely as possible and also to emphasise the importance of skills other than recall, Learning Outcomes have been used throughout. Each part of the syllabus is specified by a brief Contents section followed by detailed Learning Outcomes. It is hoped that this format will be helpful to teachers and students. It must be emphasised that the syllabus is not intended to be used as a teaching syllabus, nor is it intended to represent a teaching order. It is hoped that teachers will incorporate the social, environmental, economic and technological aspects of Biology wherever possible throughout the syllabus (see Aims 4 and 5). Some examples are included in the syllabus and students should be encouraged to apply the principles of these examples to other situations introduced in the course. Inclusion of further examples in the syllabus has been resisted as this would merely increase the amount of factual recall required of students. Aim 5.4 emphasises the importance of Information Technology in this Biology course. It is hoped that students will make full use of IT techniques in their practical work. Teachers may also use IT in demonstrations and simulations. Everything that we know about Biology has been learned through practical investigation. Practical work is also motivating and interesting for learners, and can aid in understanding of abstract theoretical concepts. It is expected that practical activities will underpin the teaching of the whole syllabus. Asterisks (*) placed by learning outcomes in the syllabus content show parts of the subject that present particular occasions for practical work. 114
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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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wawancara mendalam dengan cara form
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dokumen pribadi, dokumen resmi, dis
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7. Rini Susanti, S.Pd. selaku guru
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Page 119 and 120: 105 University. Dalam penyusunan ku
Page 121 and 122: 107 Pembuatan rancangan kurikulum i
Page 123 and 124: sekolah 109 Dari uraian di atas mak
Page 125 and 126: CONTENTS BIOLOY GCE Advanced Subsid
Page 127 and 128: INTRODUCTION BIOLOGY 9700 A/AS LEVE
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Page 131: Assessment Objective Weighting % A
Page 135 and 136: BIOLOGY 9700 A/AS LEVEL Candidates
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Page 141 and 142: PAPER 3 Paper 3 will be a timetable
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Page 149 and 150: quantity and unit where appropriate
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Page 155 and 156: Pemilihan pengalaman belajar, penga
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Page 161 and 162: Evaluasi dan hasil penilaian Pelap
Page 163 and 164: pertumbuhan tumbuhan IGCSE : Flower
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Page 177 and 178: Pengintegrasian lintas meta pelajar
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Page 181 and 182: 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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