INTEGRATION OF SPIRITUAL VALUES IN SCIENCE LEARNING CONTENT AS AN EFFORT TO BUILD STUDENT CHARACTER FROM THE SCHOOL LEVEL
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The concept of science has the potential to be explored in instilling spiritual values. Competence of a good science teacher is needed to integrate science learning and inculcate spiritual values. This PPM activity aims to provide knowledge and improve the competence of science teachers in presenting science learning activities that focus on cognitive abilities as well as spiritual attitudes. Community service activities (PPM) will be carried out in the form of workshop training involving students and science teachers in Rejang Lebong Regency, Bengkulu Province. Based on the results of the questionnaire, it is known that teachers and students agree on the need for the integration of spiritual values through science learning. The results of the teacher's worksheet show the teacher is able to relate the concept of science to spiritual values of the greatness of God. The teacher can describe the plan for presenting these values in learning activities. Students are very enthusiastic about learning science with spiritual values and students are able to give examples of various phenomena related to the concept of physics and the spiritual values in it. Based on the results of the response questionnaire and working papers, it can be concluded that students and teachers are highly motivated by learning science with spiritual values. After participating in the workshop, the teacher can integrate spiritual values into basic competencies in science learning. Students are able to mention spiritual values in various phenomena related to scientific concepts.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it