Abstract
The purpose of this research is to identify the weaknesses of the instructional model of attitude and character in the 2013 elementary school curriculum and to develop a conceptual model of attitude and character instruction being able to instill the attitudes and characters contained in the content of social studies subject of elementary schools in the curriculum of 2013. The results of this study showed that 1) scientific learning approach was only able to develop scientific attitudes of students, while sorts of other attitudes were very less embedded into the students’ self. 2) The application of the integrated scientific instructional model was able to instill the values of attitudes and characters contained in the content of social studies to the student.
Highlights
One of the various aspects of the review that lies behind the development of the curriculum in 2013 is alarming socio-cultural change
This study was designed to 1) identify the weaknesses of the instructional model attitude and character in the 2013 curriculum at elementary schools, 2) develop a conceptual model of instructional attitude and character that is able to instill the values and attitudes of characters contained in the content junior high social studies as a refinement of the model of instructional achievement and attitude of the characters in the curriculum of 2013
After a) carried out research in the form of a forum group discussion (FGD) with teachers about the weaknesses of social science instructional model attitude and character in the curriculum of 2013 and b) found tentative models of instructional attitude and character, the model is tested by experts constructive theoretical and empirical values education in the field
Summary
One of the various aspects of the review that lies behind the development of the curriculum in 2013 is alarming socio-cultural change. For the impact of this change, especially at this time, there was revolutionary in all aspects of life in the political, economic, social, cultural, behavioral and other dimensions of life (Wahab & Sapriya, 2011). Examples of socio-cultural changes are marked with Indonesian culture that was once known courteous, polite, gentle, caring for others, high social, and high cooperate shifted into a nation that less social sensitivity, and selfish. There was rampant corruption, and student brawls occur everywhere. This change occurs in both the developed and developing countries. The learners of United Kingdom for in-
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