Munawaroh, Siti Nurlailatul (2015) Implementasi pendekatan scientific learning dalam pembelajaran tematik integratif di Sekolah Dasar Negeri Sumbersari 1 Malang. Undergraduate thesis, Universitas Islam Negeri Maulana Malik Ibrahim.
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Abstract
INDONESIA:
Hadirnya kurikulum 2013 memberikan warna yang berbeda pada dunia pendidikan. Hal ini mengacu pada UU RI No. 20 tahun 2003 tentang sistem pendidikan nasional pasal 36 ayat 1. Pada kurikulum 2013 perubahan yang signifikan terutama pada struktur kurikulum yakni penekanan pada pembelajaran tematik integratif di kelas. Selain terintegrasi dengan tema, pembelajaran di kelas juga menggunakan pendekatan scientific, yaitu aktivitas ilmiah yang meliputi kegiatan mengamati, menanya, mencoba, menalar dan mengkomunikasikan. Oleh karena itu, kurikulum 2013 ini tidak hanya dilaksanakan pada sekolah regular, namun juga dilaksanakan pada sekolah akselerasi maupun sekolah inklusi. Keberadaan sekolah inklusi bukan hanya untuk menampung anak berkebutuhan khusus, melainkan bertujuan untuk mengembangkan potensinya dan juga menyelamatkan masa depan siswa dari diskriminasi pendidikan yang cenderung mengabaikan anak–anak berkebutuhan khusus. Selain itu, terkadang dalam pelaksanaannya belum terlaksana secara maksimal karena beberapa kendala, seperti: 1) Adanya karakter siswa berkebutuhan khusus yang berbeda di dalam kelas maka dibutuhkan tenaga dan perhatian yang lebih ekstra oleh guru kelas agar pembelajaran dapat berjalan efektif serta efesien. 2) Tidak adanya shadow (tenaga pendamping) yang mendampingi siswa berkebutuhan khusus selama pembelajaran di kelas. 3) Pengunaan media dan metode pembelajaran yang kurang variatif sehingga siswa terlihat kurang antusias dalam mengikuti pembelajaran. Tujuan penelitian ini adalah untuk mengetahui perencanaan, pelaksanaan dan hasil dari implementasi pendekatan scientific learning dalam pembelajaran tematik integratif di Sekolah Dasar Negeri Sumbersari 1 Malang. Untuk mencapai tujuan diatas, digunakan pendekatan penelitian kualitatif deskriptif dengan jenis penelitian studi kasus. Teknik pengumpulan data pada penelitian ini berupa observasi, wawancara dan dokumentasi.
Hasil penelitian ditemukan bahwa perencanaan pembelajaran tematik integratif dengan menerapkan pendekatan scientific learning di Sekolah Dasar Negeri Sumbersari 1 Malang sudah dipersiapkan dengan baik. Seperti penyusunan rencana pelaksanaan pembelajaran, menyiapkan media pembelajaran yang konkrit, jelas dan sederhana, serta adanya buku hasil modifikasi dari buku siswa oleh guru pendamping khusus yang disesuai dengan karakteristik siswa berkebutuhan khusus. Pada pelaksanaan implemetasi pendekatan scientific learning dalam pembelajaran tematik integratif di Sekolah Dasar Negeri Sumbersari I Malang sudah berjalan dengan baik, meskipun belum maksimal. Akan tetapi suasana belajar di kelas sudah kondusif dan nyaman sehingga tidak adanya diskriminasi antara siswa reguler dengan siswa berkebutuhan khusus. Namun guru juga mengalami beberapa kesulitan dalam penerapan pendekatan scientific learning di kelas, terutama pada kegiatan menanya dan mengkomunikasikan. Maka guru terlihat lebih aktif dan dominan dalam memberikan pertanyaan-pertanyaan terkait materi tersebut. Selanjutnya, tidak adanya shadow (tenaga pendamping) untuk siswa berkebutuhan khusus selama pembelajaran di kelas. Sehingga penerapan pendekatan scientific learning kurang maksimal. Hal ini dikarenakan shadow (tenaga pendamping) berasal dari orang tua yang bekerja sama dengan lembaga psikologi atau terapi setempat. Sedangkan adanya shadow (tenaga pendamping) untuk siswa berkebutuhan khusus sangat tergantung pada perekonomian orang tua tersebut
ENGLISH:
The existence of 2013 curriculum provides a different view of the education world. It refers to Republic of Indonesia law No. 20 of 2003 about national education system of section 36, paragraph 1. In the curriculum of 2013, the significant change of curriculum structure is the emphasis on thematic integrative learning in the classroom. Besides, classroom learning process is not only integrated with the theme, but also applies scientific approach. It is about scientific activity which includes activity of observing, questioning, exploring, associating, and communicating. Thus, this curriculum is not only implemented in regular school, but also in accelerated school and inclusive school. The presence of inclusive school is not only to aaccomodate the children with special needs, but also rather aims to develop their potential and to save their future from educational discrimination which tends to neglect them. Moreover, sometimes in the implementation of scientific learning approach has not been done optimally because of several obstacles, those are: 1) The character of inclusive child in the classroom takes more effort and extra attention of the teacher, then, the learning process could be effectively and efficiently, 2) The absence of shadow (assistants) who assist the students with special needs during the learning process, and 3) The use of media and learning method which is less varied, then it makes the students less of enthusiasm in following thematic integrative learning activities. This present study aims to observe the planning, implementation and results of the implementation of the scientific learning approach in the thematic integrative learning in Sumbersari 1 state elementary school of Malang. To achieve the objectives above, this study uses qualitative research approach of case study. Technics of data collection in this study are direct observation, interview, and documentation.
Therefore, the result of this study found that the planning of thematic integrative learning by applying scientific learning approach in Sumbersari 1 state elementary school of Malang has been prepared well. For instance, the planning of the learning process, learning media which is concrete, clear, and simple, and the availability of students book modification by the teacher which is adapted to the characteristics of the students with special needs. Furthermore, the implementation of thematic integrative learning by applying scientific learning approach in Sumbersari 1 state elementary school of Malang has been applied well. Although, it has not been maximum yet as well. However, the learning atmosphere of classroom is condusive and comfortable learning, then, there is no discrimination between regular students and the students with special needs. In this case, teachers are also experienced some difficulties in the application of scientific learning approach in the classroom, especially in activities of asking and communicating. Thus, teacher seems more active and dominant in providing the questions related to the learning material and the absence of shadow (assistants) for students with special needs during the learning process in the classroom. Consequently, the implementation of a scientific learning approach less maximum. Related to this case, it is because the shadow (assistants) come from parents who work closely with local agencies psychology or therapy. While the shadow (assistants) for students with special needs are very dependent on the economy of the parent.
Item Type: | Thesis (Undergraduate) | ||||||
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Supervisor: | Yaqien, Nurul | ||||||
Contributors: |
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Keywords: | Implementasi; Scientific Learning dan Pembelajaran Tematik Integratif; Implementasi; Scientific Learning, and thematic integrative learning | ||||||
Departement: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Pendidikan Guru Madrasah Ibtidaiyah | ||||||
Depositing User: | Heni Kurnia Ningsih | ||||||
Date Deposited: | 03 Jan 2017 16:11 | ||||||
Last Modified: | 03 Jan 2017 16:11 | ||||||
URI: | http://etheses.uin-malang.ac.id/id/eprint/5529 |
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