Analisis Aktivitas Peserta Didik dalam Pembelajaran Berbasis Scientific Approach di Sekolah Dasar sebagai Implementasi 21st Century Skills
Abstract
Penelitian ini bertujuan untuk mendeskripsikan aktivitas peserta didik setelah mengikuti proses pembelajaran dengan scientific approach. Metode penelitian ini dilakukan dengan menggunakan metode penelitian deskriptif analitik dengan pendekatan kualitatif. Objek penelitian ini adalah peserta didik sekolah dasar yang menjadi sasaran implementasi Kurikulum 2013 yang ada di lingkungan Dinas Pendidikan Kota Sukabumi. Teknik pengambilan sampel dengan menggunakan teknik sampling purposive. Waktu penelitian dilakukan pada semester genap tahun ajaran 2017/2018 (Januari 2018 s/d Juli 2018). Teknik pengumpulan data yang digunakan antara lain: wawancara dan observasi. Teknik analisis data menggunakan teknik analisis deskriptif. Hasil penelitian menunjukkan bahwa aktivitas belajar peserta didik dalam kegiatan mengamati (observing) mencapai 98,44%, menanya (questioning) mencapai 87,50%, mengumpulkan informasi/eksperimen (experimenting) mencapai 59,62%, mengasosiasikan/mengolah informasi (associating) mencapai 87,50%, dan mengkomunikasikan (communicating) mencapai 62,50%. Secara rata-rata keseluruhan aktivitas peserta didik dalam mengikuti proses pembelajaran di sekolah dasar dengan scientific approach tercapai 76,60% dengan kategori Baik. Oleh karena itu, aktivitas peserta didik harus lebih dikembangkan lagi dalam setiap tahapan scientific approach selama proses pembelajaran.
Analysis of Student Activities in Learning Based on Scientific Approach in Primary School as Implementation 21st Century Skills
Abstract
The objective of this study is to explain the mapping of students activities after following the learning process with the scientific approach. The method of this study was descriptive analytic research methods with a qualitative approach. The object of this study was elementary school students who were the target of the 2013 curriculum implementation in the Sukabumi City Education Office. The sampling technique using purposive sampling technique. The time of the research was conducted in the even semester of 2017/2018 school year (January 2018 until July 2018). The data collection techniques used include: interviews and observations. The data analysis techniques using descriptive analysis techniques The results of this study showed that students' learning activities in observing activities reached 98.44%, questioning reached 87.50%, experimenting reached 59.62%, associating reached 87.50%, and communicating reached 62.50%. On average, the overall students activities in following the learning process in elementary schools with the scientific approach reached 76.60% with the Good category. Thus students activities must be further developed in each scientific approach during the learning process.
References
Anwar, M.N.; Shamim-ur-Rasool, S.; Haq, R. (2012). A comparison of creative thinking abilities of high and low achievers secondary school. International Interdisciplinary Journal of Education, 1(1), 23–28.
Asbell-Clarke, J., & Rowe, E. (2007). Learning science online: A descriptive study of online science courses for teachers. … Asynchronous Learning …, 11(3), 95–121. Retrieved from http://www.life.umd.edu/grad/MLfsc/JALN.V11,3.pdf
Budiman, I. (2017). Model pembelajaran latihan inkuiri untuk meningkatkan penguasaan konsep energi rumah tangga dan keterampilan berpikir kreatif siswa SMP. Jurnal Pendidikan Pascasarjana Magister PAI, 1(1), 40–46.
Cochran, K. F. (1997). Pedagogical content knowledge: Teachers’ integration of subject matter, pedagogy, students, and learning environments [online]. Research Matters-to The Science Teacher, No. 9702, Jan. 14.
Dewi, N. D. L. (2018). Penerapan pembelajaran IPA terintegrasi untuk memetakan nilai iman (budi pekerti) peserta didik sekolah dasar. JIPVA (Jurnal Pendidikan IPA Veteran), 2(1), 36–47.
Goldston, Marion J.; Downey, L. M. (2013). Your Science Classroom: Becoming an Elementary School Science Teacher. Los Angeles: SAGE Publications, Inc.
Huber, M.T.; Hutchings, P. (2008). Integrative learning: mapping the terrain. International Journal for The Scholarships of Teaching & Learning, 2, 14–20.
Liliasari. (2012). Pengembangan alat ukur berpikir kritis pada konsep termokimia untuk peserta didik SMA peringkat atas dan menengah. Jurnal Pendidikan Indonesia, 1, 21–26.
Nasser, R. (2014). A methodological and scientific approach to developing a research ageda in education. Journal of Applied Sciences, 14(19), 2359–2366.
Niron, M.D.; Budiningsih, C.A., Pujiriyanto (2013). Rujukan integratif dalam pelaksanaan pendidikan karakter di Sekolah Dasar. Jurnal Kependidikan, 43(1), 19–31.
Novianto, Anwar; Mustadi, A. (2015). Analisis buku teks muatan tematik integratif, scientific approach, dan authentic assessment sekolah dasar. Jurnal Kependidikan, 45(1), 1–15.
OECD. 2013. PISA 2012 Results in Focus What 15-year-olds know and what they can do with what they know. http://www.oecd.org/pisa/keyfindings/p isa-2012-results-overview.pdf diakses pada 27 Januari 2014
P21. 2009. P21 Framework Definitions. Diambil pada september 2013, dari http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf.
Sari, D. S., & Sugiyarto, K. H. (2015). Pengembangan multimedia berbasis masalah untuk meningkatkan motivasi belajar dan kemampuan berpikir kritis siswa. Jurnal Inovasi Pendidikan IPA, 1(2), 153–166. Retrieved from http://journal.uny.ac.id/index.php/jipi%5CnPENGEMBANGAN
Trilling, B.; Fadel, C. (2009). 21st Century skills: learning for life in our times. John Wiley & Sons, Inc.
Webb, P.I.; Pearson, P. J. (2012). Creative unit and lesson planning through a thematic/integrated approach to teaching games for understanding (TGfU). New Zealand Physical Educator, 45(3), 17–22.
Yudhi, M. (2008). Media pembelajaran sebuah pendekatan baru. Jakarta: Gaung Persada Press.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JIPVA (Jurnal Pendidikan IPA Veteran) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
