3 research outputs found
Kemampuan guru dalam menerapkan pembelajaran tematik di SDN 3 Cempaka Mulia Barat
Get PDFPembelajaran tematik menggunakan tema untuk mengaitkan beberapa mata pelajaran sehingga dapat memberikan pengalaman bermakna terhadap peserta didik. SDN 3 Cempaka Mulia Barat adalah sekolah dasar yang sistem pembelajarannya menggunakan pembelajaran tematik. Namun, guru kelas I (Satu) sampai III (Tiga) merasa kesulitan mengenai penerapan pembelajaran tematik dalam mengaitkan materi antara mata pelajaran satu dengan yang lainnya kepada peserta didik dan pembuatan RPP tematik. Oleh karena itu, penulis tertarik untuk melakukan penelitian lebih lanjut mengenai “Kemampuan Guru Dalam Menerapkan Pembelajaran Tematik Di SDN 3 Cempaka Mulia Barat”. Rumusan masalah pada penelitian ini yaitu: 1) bagaimana kemampuan guru dalam menyusun perencanaan pembelajaran tematik, 2) bagaimana kemampuan guru dalam pelaksanaan pembelajaran tematik, 3) bagaimana kemampuan guru melakukan evaluasi pembelajaran tematik di SDN 3 Cempaka Mulia Barat.
Metode penelitian yang digunakan adalah kualitatif deskriptif. Pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Subjek adalah guru kelas I, II dan III Sedangkan informan adalah kepala sekolah dan Kepala TU SDN 3 Cempaka Mulia Barat. Analisis data dengan 4 tahap yaitu, Data Collection, Data Reduction, Data Display, Conclusing Drawing. Data di anggulasi dengan menggunakan teknik dan sumber.
Hasil penelitian menunjukan bahwa: 1) Kemampuan guru dalam menyusun perencanaan pembelajaran tematik di SDN 3 Cempaka Mulia Barat dari guru kelas I, II dan III pada aspek pembuatan rencana pelaksanaan pembelajaran (RPP) tematik hanya guru kelas III (Tiga) N yang membuat sendiri. Pada aspek menyusun langkah-langkah, menyusun alat, media serta menyusun penilaian pembelajaran tematik guru sudah melakukan tetapi masih ada yang tidak sesuai RPP. 2) Kemampuan guru dalam pelaksanaan pembelajaran tematik di SDN 3 Cempaka Mulia Barat guru kelas I, II dan III terdapat beberapa kegiatan yang belum dilaksanakan seperti kegiatan pendahuluan apersepsi, asosiasi sedangkan kegiatan inti hanya kegiatan menanya dan mengamati dan kegiatan penutup guru belum melakukan kegiatan refleksi berdasarkan rencana pelaksanaan pembelajaran (RPP) tematik yang dimiliki oleh masing-masing guru. 3) Kemampuan guru melaksanakan evaluasi pembelajaran tematik di SDN 3 Cempaka Mulia Barat belum semua aspek dilakasanakan guru dalam melakukan penilaian pembelajaran tematik terhadap peserta didik guru hanya melakukan aspek pengetahuan mengerjakan soal-soal berdasarkan buku K13.
ABSTRACT
Thematic learning uses themes to relate several subjects so as to provide a meaningful experience to learners. SDN 3 Cempaka Mulia Barat is an elementary school whose learning system uses thematic learning. However, teachers in grades I (One) to III (Tiga) find it difficult regarding the application of thematic learning in linking the material between subjects with each other to learners and the creation of thematic RPP. Therefore, the author is interested in conducting further research on "Teacher’s Ability to Apply Thematic Learning In SDN 3 Cempaka Mulia Barat". The formulation of the problems in this study is: 1) how is the teacher's ability to prepare thematic learning planning?, 2) how is the teacher's ability in the implementation of thematic learning?, 3) how is the teacher's ability to evaluate thematic learning in SDN 3 Cempaka Mulia Barat?
The research method used in this research was qualitatively descriptive. Data collection used observation, interview, and documentation. The subjects were teachers grades I, II, and III. While the informants were the principal and Head of TU SDN 3 Cempaka Mulia Barat. Data analysis with 4 stages namely, Data Collection, Data Reduction, Data Display, Conclusing Drawing. Data was angulated using technique and source.
The results showed that: 1) The teacher’s ability in preparing thematic learning planning in SDN 3 Cempaka Mulia Barat from teachers in grades I, II and III. It could be known in the results of the interview, aspect of making thematic learning implementation plan (RPP). Only class III (Three) N teacher made his own. In the aspect of drafting steps, compiling tools, media and compiling thematic learning assessments teachers had done but there were still those which were not in accordance with RPP. 2) The teacher’s ability in the implementation of thematic learning in SDN 3 Cempaka Mulia Barat teachers grades I, II and III. It could be known in the results of interview and thematic learning implementation plan (RPP) and the results of researcher observation, there were some activities which were not carried out such as preliminary activities apperception, association had not been carried out while the core activities were only asking and observing activities and the closing activities of teachers had not conducted reflection activities based on thematic learning implementation plan (RPP) owned by each teacher. 3) The teachers’ ability to carry out thematic learning evaluations at SDN 3 Cempaka Mulia Barat. It could be known in the results of the interview, thematic learning implementation plan (RPP) and the results of researcher observation, not all aspects of teacher performance in conducting thematic learning assessments of teacher learners only do aspects of knowledge doing problems based on K13 books facilitated by schools
Centralized Local Development versus Localized Central Arrangement in Village Autonomy Policy Implementation in Indonesia
Get PDFAmidst fluctuate central-local governmental relations, extended decentralization policy to village level prompt discourses as to whether the policy could exploit local wisdom within which villages are supposedly develop. This article aims at explaining implications of centralized local development in Indonesia and which ways the village governments and communities exploit local wisdoms to implement localized central arrangement under the 2014 Village Law. A qualitative case study in two villages in two special autonomous provinces in Indonesia representing rich traditional culture-based tourism respectively is conducted. Data is gathered through semi-structured in-depth interviews with some key informants and document analyses. Following that, the article argues that reciprocal relations between local wisdom and practices of village autonomy are lacking, whereby organic and traditional values are not compatible with modern and formal bureaucratic nature of village governance. Village apparatuses has rather sought for satisfying local development accountability than incorporating existing local wisdom therein. While the 2014 Village Law requires each village to integrate local wisdom living naturally in villages, its standardized procedures render them to shift their accountability from supposedly held to local people to municipal governments. This makes centralization of local development happened by and within local governments under localized administrative arrangements imposed by the central government
Centralized Local Development versus Localized Central Arrangement in Village Autonomy Policy Implementation in Indonesia
No full textAmidst fluctuate central-local governmental relations, extended decentralization policy to village level prompt discourses as to whether the policy could exploit local wisdom within which villages are supposedly develop. This article aims at explaining implications of centralized local development in Indonesia and which ways the village governments and communities exploit local wisdoms to implement localized central arrangement under the 2014 Village Law. A qualitative case study in two villages in two special autonomous provinces in Indonesia representing rich traditional culture-based tourism respectively is conducted. Data is gathered through semi-structured in-depth interviews with some key informants and document analyses. Following that, the article argues that reciprocal relations between local wisdom and practices of village autonomy are lacking, whereby organic and traditional values are not compatible with modern and formal bureaucratic nature of village governance. Village apparatuses has rather sought for satisfying local development accountability than incorporating existing local wisdom therein. While the 2014 Village Law requires each village to integrate local wisdom living naturally in villages, its standardized procedures render them to shift their accountability from supposedly held to local people to municipal governments. This makes centralization of local development happened by and within local governments under localized administrative arrangements imposed by the central government
