The Conservation Values Integration Model in Scientific Approach of Civics in College

Abstract

This study aims to analyze the integration model of the scientific approach and conservation values in the learning of Civics. This study used descriptive qualitative approach. The research subjects were some Civics lecturers, and the object in this study was the learning of Civics itself. Learning of Civics really requires innovation, so that students are able to apply high order thinking skills and conservation values. The implementation of conservation values in the Civics is textually contained in the Semester Learning Plan (RPS) and is practiced in learning and evaluating learning outcomes. The conservation values are integrated in the scientific approach applied in the Civics classes. 43% of lecturers apply project-based learning models, 31% of lecturers apply problembased learning models, and 26% of lecturers apply discovery learning ones. In order to measure the extent to which the conservation values are applied by students, the lecturers need to apply authentic assessments.

A Teacher’s Perception of Government Policy About the Mover Teacher

“…This is in accordance with Moore's research [22] which provided an overview of Cruel's optimism so that teachers do not become complacent on the labeling in them, so that when a teacher becomes a mover teacher, he must prove his innovation. One of them is by integrating character education in learning (Ruhadi et al) [23] 3.3 Competence that must be owned as a mover teacher…”