Pembelajaran kontekstual IPA melalui Outdoor Learning di SD Alam Ar-Ridho Semarang

ABSTRAK

Pendidikan dewasa ini bukanlah potret yang sempurna, bahkan banyak yang menilai jika pendidikan nasional secara umum masih jauh dari harapan. Pendidikan berperan sebagai pusat perubahan konstruktif, saat itu pula pendidikan harus diperbaiki khususnya pada pendidikan dasar. Berdasarkan pengamatan di lapangan, masih banyak ditemukan pelaksanaan pembelajaran yang masih kurang variatif khususnya pada pembelajaran IPA. Proses pembelajaran IPA memiliki kecenderungan pada metode atau model konvensional serta proses pembelajaran IPA tidak memperhatikan tingkat pemahaman peserta didik terhadap informasi yang disampaikan. Sekolah Dasar Alam Ar-Ridho Semarang sebagai salah satu sekolah formal yang menerapkan model pembelajaran kontekstual melalui pendekatan Outdoor Learning dalam proses pembelajaran. Salah satu konsep pendidikan yang dikembangkan oleh Sekolah Dasar Alam Ar-Ridho adalah pembelajaran berbasis penanaman nilai lingkungan (ekologi) yang memanfaatkan alam sebagai sumber belajar peserta didik. Dalam proses pembelajaran guru selalu melibatkan alam sebagai media dalam memecahkan masalah.

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis pembelajaran kontekstual IPA di SD Alam Ar-Ridho Semarang, mendeskripsikan dan menganalisis Outdoor Learning di SD Alam Ar-Ridho Semarang, dan mendeskripsikan dan menganalisis pembelajaran kontekstual IPA melalui Outdoor Learning di SD Alam Ar-Ridho Semarang.

Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan dengan teknik wawancara, observasi, dan dokumentasi. Teknik analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan, pengecekan keabsahan temuan dilakukan dengan cara perpanjang keikutsertaan peneliti dan triangulasi. Informan penelitian yaitu kepala sekolah, para pendidik dan siswa.

Hasil penelitian menunjukkan bahwa : (1) Pembelajaran IPA dengan menggunakan model pembelajaran kontekstual dapat meningkatkan pemahaman konsep siswa. Karena dalam penerapan model pembelajaran kontekstual, guru menghubungkan antara pengetahuan yang diperoleh siswa dengan pengetahuan yang telah dimiliki siswa sebelumnya dan guru juga menghubungkan materi dengan dunia nyata siswa yaitu dengan membawa benda-benda yang sering mereka temui untuk dijadikan media pembelajaran sehingga dapat membantu memudahkan siswa dalam mengkonsepkan materi IPA; (2) Pendekatan Outdoor Learning merupakan salah satu alternatif pembelajaran IPA yang sesuai dengan semangat belajar IPA yaitu cara mencari tahu dan mengembangkan ketrampilan ilmiah siswa. Selain itu melalui pendekatan Outdoor Learning berbagai potensi siswa memiliki peluang untuk berkembang lebih optimal karena ada interaksi yang nyata antara siswa dengan dunia nyata; dan (3) Pembelajaran kontekstual dalam pembelajaran IPA tidak hanya dilaksanakan di dalam kelas (Indoor) saja, tetapi lebih banyak dilakukan di luar kelas (Outdoor). Sehingga siswa lebih mudah memahami materi yang telah disampaikan guru, siswa lebih cepat menangkap makna pembelajaran IPA, siswa mengerjakan pekerjaan-pekerjaan yang berarti, siswa mampu berkerjasama dalam kelompok, dan siswa lebih kritis dan kreatif dalam memberi tangapan dalam pembelajaran IPA.

ABSTRACT

Nowadays, Education is not perfect portraits; generally national education is still far from expectations. Education plays a role as a center of constructive change, at the same education should be improved. Particularly in basic education. Based on observations in the field, there are still many learning implementation is still less varied, especially in natural science teaching. Natural science learning process has a tendency to conventional methods or models as well as the process of learning science does not consider the level of understanding of students to the information submitted. Elementary School of Alam Ar-Ridho Semarang is as one of the formal schools that implements contextual learning model through Outdoor Learning approach in the learning process. One of the educational concept developed by Elementary School Alam Ar-Ridho is a learning based environment value investment (ecology) that utilizes nature as a source of learners. Teacher in the learning process always involves nature as a medium in solving problems.

This study aimed to describe and analyze the contextual learning of natural science in SD Alam Al-Ridho Semarang, describe and analyze the Outdoor Learning in SD Alam Ar-Ridho Semarang, and describe and analyze the contextual learning of natural science through Outdoor Learning in SD Alam Ar- Ridho Semarang.

This study used a qualitative approach with case study design. Data was collected by interview, observation and documentation. Data analysis techniques included data reduction, data presentation, and conclusion, of checking the validity of the findings made by means of extended participation of researcher and triangulation. Informants research were the principal, educators and students.

The results showed that: (1) Learning natural science using contextual learning model can improve students' understanding of the concept. Due to the application of contextual learning model, the teacher connected between the knowledge obtained by the students with the knowledge that had been owned by previous students and teachers also connected the material to real phenomena of students were carrying objects that often they met to be used as a medium of learning so as to help to facilitate students in conceptualizing the natural science material; (2) The approach of Outdoor Learning was one alternative of natural science learning in accordance with the spirit of learning natural science was a way to find out and develop the scientific skills of students. In addition, through Outdoor Learning approach, the various potential of students had the opportunity to develop more optimal because there was interaction between students with the real world; and (3) The process of contextual learning in natural science teaching did not only executed in the classroom (Indoor), but done outside the classroom mostly (Outdoor). So that students were more easily to understand the material that has been submitted by teachers, students were more quickly grasp the meaning of learning natural science, students collected the important jobs students, students were able to collaborate in groups, and students were more critical and creative in giving reaction in natural science learning.