Problematika pembelajaran IPS Kelas VIII di MTS Negeri Turen

ABSTRAK

Permendiknas Nomor 22 Tahun 2006 tentang standar Isi bahwa substansi mata pelajaran IPA dan IPS pada SD/MI merupakan “ IPS Terpadu” dan “ IPS Terpadu”, demikian pula substansi mata pelajaran IPA dan IPS pada SMP/MTs juga merupakan “IPA Terpadu: dn “ IPS Terpadu”. Meskipun kurikulum sudah mengalami perubahan, yakni dari kurikulum 1994 menjadi Kurikulum Berbasis Kompetensi 2004 dan kurikulum 2006 KTSP yang keduanya tetap dapat disebut sebagai Kurikulum Berbasis Kompetensi, namun pelaksanaan pembelajaran IPS tidak mengalami perubahan. Meskipun sekolah sudah menerapkan pembelajaran IPS terpadu tapi pada kenyataannya guru-guru belum siap untuk menerima perubahan tersebut. Itu disebabkan oleh latar belakang pendidikan guru yang dulunya disiplin ilmu dan sekarang dituntut untuk mengajarkan IPS secara terpadu.

Penelitian ini dilakukan dengan judul Problematika Pembelajaran IPS Kelas VIII di MTs Negeri Turen, dengan subfokus: 1. Menjelaskan proses pembelajaran IPS terpadu tidak dapat berjalan dengan baik di MTsN Turen. 2. Menjelaskan faktor-faktor penghambat guru mata pelajaran IPS kelas VIII dalam mengajarkan IPS terpadu di MTsN Turen. 3. solusi yang dilakukan guru dalam penanggulangan kesulitan belajar mata pelajaran IPS kelas VIII di MTsN Turen.

Jenis pendekatan penelitian ini adalah kualitatif. Dalam proses pengumpulan data, penulis menggunakan metode observasi, wawancara dan dokumentasi. Sedangkan untuk analisisnya menggunakan teknis analisis deskriptif, yaitu berupa data-data yang tertulis atau lisan dari orang atau perilaku yang diamati sehingga dalam hal ini penulis berupaya mengadakan penelitian yang bersifat menggambarkan secara menyeluruh tentang keadaan yang sebenarnya.

Dari hasil penelitian menunjukkan bahwa: pertama, penyebab proses pembelajaaran IPS terpadu tidak dapat berjalan dengan baik dikarenakan lemahnya pemahaman siswa terhadap pelajaran yang disampaikan oleh guru; Kedua, faktor penghambat guru dalam mengajarkan IPS terpadu didominasi oleh taraf intelegensi, kurangnya persiapan siswa dalam belajar dan kebiasaan malas dalam membaca, guru yang kurang siap dalam mengajar: Ketiga, solusi yang dilakukan guru dalam penanggulangan kesulitan belaja mata pelajaran IPS kelas VIII yaitu selalu memotivasi siswa agar siswa semangat untuk belajar. Memberikan kesempatan kepada siswa untuk berdiskusi, guru mengikuti pelatihan Penelitian Tindakan Kelas dan guru harus benar-benar menguasai materi pelajaran serta harus pandai dalam menggunakan media pembelajaran yang bervariatif.

ABSTRACT

Based on the regulation of Ministry of Education number 22/2006, it is mentioned that “integrated science subject” and “integrated social subject” become the most substantial subjects of science and social for primary or Elementary School Level. This regulation also works the same for secondary or Junior High School level. We also see that even though curricula in Indonesia have changed many times under the ones called as competency-based curriculum and education unit level curriculum, the implementation of social subject learning activity keeps the same or does not change over time. As the result of this case, school has applied what so called as integrated social subject, however this way does not give a satisfying result. Teachers show that they are not ready to apply it.

This research is conducted over the above background and entitled Problematics on Social Subject Learning Activity of the 8th Grade Students of MTs Negeri Turen. It is concerned on the three problems, they are: 1. Identifying processes on social subject learning activity which cannot work optimally in MTsN Turen. 2. Explaining factors hampering teachers of the 8th grade students on delivering integrated social subject learning activity in MTsN Turen. 3. Identifying solution that the teachers take to overcome difficulty on integrated social subject learning activity of the 8th grade students of MTsN Turen.

This research uses qualitative approach. The writer does observation, interview, and documentation in collecting data. She also uses descriptive- qualitative technique in analyzing data. This technique refers to analyzing written and verbal data delivered by the subjects of research. Thus, the writer attempts to conduct a research which describes the real situation in a whole.

The finding shows, firstly, a lack of students’ understanding on the subject delivered by the teachers becomes the main point why the process of teaching- learning activity does not work optimally. Secondly, level of intelligence such as less preparation and lacks of reading as well as teachers’ readiness become the dominated factors on hampering teachers to deliver materials during the teaching and learning activity. Lastly, the teachers propose a solution to drive the students’ understanding on the integrated social subject of the 8th grade students. The solution comes up in the form of motivation for the students to be actively getting involved during the teaching and learning activity. The teachers also give the opportunity for the students to discuss or work in the group. Besides, the active participation also comes from the teachers who actively participate themselves in class action observation training. Not to mention the role of teachers on the comprehending materials and their skill on using the variety of teaching media is indeed needed.