scholarly journals Desain Pengembangan Kurikulum Madrasah Inklusif Dengan Pendekatan Humanisme Religius

2018 ◽  
Vol 9 (1) ◽  
pp. 91-119
Author(s):  
Uswatun Chasanah
Keyword(s):  
Curriculum Development ◽  
Special Needs ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Model ◽  
Educational Environment ◽  
Individual Learning ◽  
Learning Program ◽  
Model Modification ◽  
Curriculum Models

Discrimination in education should be abolished. Every child is entitled to a proper education in accordance with the type of needs and talents of interest as mandated. Through an inclusive madrasah model with its learning model bringing together regular and special needs learners in an educational environment, the educator can realize the values ​​of humanism in the learning process. The manifestation of humanism values ​​can be set forth in the design of inclusive madrasah curriculum development with the approach of religious humanism consisting of four models of curriculum development is duplication model, modification, substitution, and omission. The four curriculum models are described in the Lesson Plan and Individual Learning Program (PPI) designed by internalizing the values ​​of religious humanism through modeling, modeling and habituation activities in the learning process in the classroom or outside the classroom.

scholarly journals Meningkatkan Hasil Belajar Siswa Kelas XI IPA-1 SMA Negeri 1 Jorong Melalui Pembelajaran Kooperatif Tipe Somatic Auditory Visual And Intellectual Pada Pokok Bahasan Impuls Dan Momentum

2013 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Dewi Dewantara ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Model Type ◽  
Classroom Action Research ◽  
Evaluation Sheet ◽  
Observation Results

The low of student’s achievements were indicated because the students were not active and the teacher’s lack of skill. This condition needs a further research in order to improve the student’s achievement through cooperative learning type SAVI in impulse and momentum subject. The specific purposes of this research are to describe: 1) teacher’s skill, 2) the student’s achievements; 3) the students’ participation in the classroom; and 4) the students’ responses. These research were classroom action research that consists of 3 cycles. The instruments were used Lesson Plan, Worksheet, Evaluation Sheet, affective scoring sheet, teacher’s skill and student’s participation observation sheet, and the students’ response observation sheet. The data were acquired by the observation results, questionnaire, and documentation. The results of this research were: 1) The teacher’s skill was improved from 99.21% to 96% and 99.28%; 2) the students’ achievements including cognitive and affective aspects were improved from 81.46% to 88.1%, and 90.96%; 3) The participation of students in teaching and learning process were also increased from 63.67% to 84.43%, and 85.5% in cycle III, 4) the students’ responses during teaching and learning process were very good. According to the results, it can be concluded that the achievements of XI IPA-1 students of SMA Negeri 1 Jorong in learning impulse and momentum were improved after the treatment of cooperative learning model type SAVI.

scholarly journals Improving Students’ Professionalism in Arranging and Developing RPP through Curriculum Development and Learning Planning Courses

2019 ◽  
Vol 11 (1) ◽  
pp. 1-24
Author(s):  
Umi Hanifah
Keyword(s):  
Curriculum Development ◽  
Lesson Plan ◽  
Learning Model ◽  
Assessment Instrument ◽  
Learning Models ◽  
Study Lesson ◽  
Before And After ◽  
Planning Development

The aim of this study was to find out the improvement in the ability of PBA students in arranging and developing RPP and their problems through Curriculum and Learning Planning Development courses in PBA Program Study of Sunan Ampel Surabaya University. The results showed that the lectures with portfolio-based learning models could improve the professionalism of PBA students in arranging and developing RPP. The increase was indicated by the results of the RPP assessment conducted by comparing the increase in scores between before and after the RPP was presented, criticized and assessed using the RPP assessment instrument. Before being presented and corrected the result (33.3%) and after the results became (73.3%). The level of problems in compiling and developing RPP is low.Then for the maximal result, it hopes that the portfolio learning model should be variated with the study lesson model in each meeting, especially in arranging lesson plan.

scholarly journals THE INTEGRATIVE THEMATIC LEARNING MODEL IN CURRICULUM 2013 IN MADRASAH IBTIDAIYAH

2017 ◽  
Vol 5 (2) ◽  
pp. 413
Author(s):  
Sanusi Sanusi
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Educational Environment ◽  
Quality Of Education ◽  
Learning Approach ◽  
Integrative Learning ◽  
The Relationship ◽  
Thematic Learning ◽  
Integration Effort

<p align="center"><em>This paper comes as a reflection as well as aims to describe the concept and implementation of thematic-integrative learning in Madrasah Ibtidaiyah in the curriculum 2013. Basically the idea of the concept of thematic-integrative learning model in the curriculum 2013 is in response to the dynamics of education-oriented efforts to improve the quality of education through giving a more meaningful experience to the learners in the learning process that takes place in their educational environment. The integration effort is done through a learning approach that combines the various competencies from various subjects into specific themes that become a unified whole. Thematic-integrative learning is an approach in learning that is oriented at the stage of the development of learners, especially at the level of Madrasah Ibtidaiyah which in its development still see everything as a whole unity and only able to understand the relationship between the concept simply.</em></p>

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals The Application of Cooperative Learning Model during Online Learning in the Pandemic Period

2020 ◽  
Vol 3 (3) ◽  
pp. 1683-1691
Author(s):  
Tiodora Fermiska Silalahi ◽  
Ahmad Fakhri Hutauruk
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Program ◽  
Face To Face ◽  
Cooperative Process

In improving the quality of school education and learning in the future, it is necessary to change the mindset that will be used as the basis for implementing a learning program. What's more in the co-19 pandemic period that requires students to be able to study at home without interacting in class for a while. In the past the learning process was conventional, namely face-to-face in class. But even then, most teaching processes are still dominated by teachers. As a result, teaching and learning activities place more emphasis on teaching and not on learning. Learning activities favor the interests of those who teach. Efforts for learning to be focused on students, it is necessary to apply a cooperative learning model which is a form of change in mindset in learning activities at school. However, during this pandemic, the next challenge is how the cooperative process can take place in the online learning process. The absence of a physical meetup becomes an obstacle that can be minimized by the adaptation of the teacher in the distance learning process. In this case the teacher no longer dominates the learning activities, but rather becomes the facilitator and mediator of the process. The cooperative learning model is designed by giving opportunities to students together to build their own knowledge.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

scholarly journals EVALUASI IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH (MBS)DI SMK TELEKOMUNIKASI TUNAS HARAPAN KABUPATEN SEMARANG (STUDI TENTANG PEMBELAJARAN PAKEM)

2015 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Prima Widyatmoko ◽  
Bambang Ismanto
Keyword(s):  
Learning Process ◽  
Evaluation Model ◽  
Lesson Plan ◽  
Product Evaluation ◽  
Learning Program ◽  
Effective Learning ◽  
Creative Learning ◽  
Data Validity ◽  
Evaluative Research ◽  
Achievement Assessment

<p>This study aims at evaluating (a) the design of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, (b) the installation of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, (c) the process of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, and (d) the product evaluation of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan. This is a evaluative research employing Discrepency Evaluation Model. Techniques of collecting data used are interview, queationaires, documentations study, and observation. Triangulation technique is used to support data validity. The results of this study are (a) the design of implementation of PAKEM learning has been formulated with regard to educators criteria including input, process, and output aspects, (b) there is still 2% discrepency in teachers’ certificates. Qualifications of teachers’ academic and teachers’ competencies in PAKEM learning are in line with the standards determined, (c) criteria of succesful PAKEM learning program have not been fulfiled entirely. Syllabus and lesson plan preparation reach 85%. Active learning process goes to low discrepency (13%). Creative learning process goes to moderate discrepency (31%). Effective learning process goes to low discrepency (18%). Fun learning process goes to low discrepency (15%). In learning achievement assessment, teachers have done their responsibilities well, (d) the products in PAKEM learning include achievement in affective aspect where 90% students gain predicate “good”, cognitive aspect where 80% students gain B-, and psychomotoric aspect where 79% students gain B-.</p>

scholarly journals Promoting The Learning Quality of Islamic Elementery School Through Constructive - Inovative Model

2019 ◽  
Vol 4 (2) ◽  
pp. 177
Author(s):  
Hilma Pami Putri
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Service Research ◽  
Innovative Environment ◽  
Innovative Model ◽  
Innovative Learning

<p class="abstrak">Learning is interpreted as a process of obtaining behavioral changes as a result of getting knowledge and experience in doing interaction with the environment. The problem found in Islamic Elementery School 1 Pasaman (MIN 1 Pasaman) was the way the teacher tought the students and the teacher never create the innovative environment to make the students to be able to construct their ideas in learning. The teachers were still not familiar with the name and the application of constructive innovative learning models in order to create the fun learning for the students. The situation impacts to the student’s development and achievement during teaching and learning process. It leads the team to do the community service research to the application of constructive - innovative models to improve the quality of teaching and learning in MIN 1 Pasaman. The result of this community service shown that the teachers already able to comprehend the constructive -inovative learning model in teaching and learning process, and the teacher can apply various types of learning model as well as able to design a good lesson plan about constructive and innovative model in the classroom.</p><p class="abstrak"><em>Belajar diartikan sebagai proses perubahan perilaku sebagai hasil dari mendapatkan pengetahuan dan pengalaman dalam melakukan interaksi dengan lingkungan. Masalah yang ditemukan di Madrasah Ibtidaiyah 1 Pasaman (MIN 1 Pasaman) adalah cara guru mengajar siswa dan guru tidak pernah menciptakan lingkungan belajar yang inovatif untuk membuat siswa dapat membangun ide-ide mereka dalam belajar. Para guru masih belum tahu dengan nama dan juga cara menerapkan dengan model pembelajaran konstruktif- inovatif agar pembelajaran menyenangkan bagi siswa. Situasi ini berdampak pada perkembangan dan prestasi siswa selama proses belajar mengajar. Keadaan ini mengarahkan tim untuk melakukan penelitian pengabdian masyarakat pada penerapan model inovatif - konstruktif untuk meningkatkan kualitas pengajaran dan pembelajaran di MIN 1 Pasaman. Hasil pengabdian masyarakat ini menunjukkan bahwa para guru sudah mampu memahami model pembelajaran konstruktif-inovatif dalam proses belajar mengajar, dan guru dapat menerapkan berbagai jenis model pembelajaran yang konstruktif serta mampu merancang rencana pembelajaran yang konstruktif dan inovatif di kelas.</em></p><p class="abstrak"><strong><em>Kata Kunci: </em></strong><em>pembelajaran, konstruktif- innovative, model</em></p>

scholarly journals MODEL PEMBELAJARAN TERINTEGRASI DALAM RPP UNTUK MENINGKATKAN PROSES PEMBELAJARAN KIMIA DI SMA WILAYAH KEPENGAWASAN KABUPATEN LOMBOK BARAT

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Sumardiyanto Sumardiyanto ◽  
Yayuk Andayani ◽  
Muntari Muntari
Keyword(s):  
High School ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Model ◽  
Integrated Learning ◽  
High School Chemistry ◽  
Student Centered ◽  
Process Chemistry ◽  
Kurt Lewin ◽  
Teacher Centered

Abstrak: Tugas pengawas sekolah adalah melakukan pengawasan akademik dan manajerial, melakukan pembimbingan dan pelatihan profesional guru, dan evaluasi hasil pelaksanaan program pengawasan. Guru memiliki peranan penting dalam pembelajaran di kelas, sebagai agen pembelajar, guru harus mampu menyajikan proses pembelajaran dengan melibatkan langsung peran serta peserta didik secara aktif (student centre), untuk itulah guru harus menguasai dan mampu memanfaatkan berbagai model pembelajaran dalam implementasinya di kelas guna menerapkan pendekatan PAIKEM. Pada umumnya pembelajaran sudah mulai bergeser kearah student centered, tetapi sebagian besar guru SMA di wilayah kepengawasan Kabupaten Lombok Barat belum memahami bahwa model pembelajaran sangat berpengaruh terhadap kualitas pembelajaran sehingga belum mengembangkan model-model pembelajaran yang inovatif. Hasil observasi awal terhadap RPP dan proses pembelajaran/kegiatan belajar mengajar (KBM) menunjukkan bahwa pembelajaran masih berlangsung secara konvensional/cenderung menggunakan metode ceramah serta berpusat pada guru/teacher centered dan belum menunjukkan digunakannya model pembelajaran. Oleh karena itu dalam pelaksanaan tugasnya perlu pembinaan oleh pengawas sekolah/supervisor melalui supervisi akademik yang difokuskan terhadap materi tersebut, guna perbaikan dan peningkatan mutu pembelajaran yang pada gilirannya nanti berdampak terhadap peningkatan hasil belajar siswa. Penelitian ini bertujuan untuk menjajaki: (1) Apakah model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Bagaimana tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. Metode penelitian ini adalah metode Penelitian Tindakan Sekolah (PTS) yang mengacu pada model Kurt Lewin. Prosedur penelitiannya dilakukan secara siklikal, yakni satu siklus dimulai dari perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. PTS ini dilaksanakan dalam 2 (dua) siklus, yang ditujukan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan, bertujuan untuk mencari pemecahan permasalahan nyata yang terjadi di sekolah-sekolah, sekaligus mencari jawaban ilmiah bagaimana masalah-masalah tersebut bisa dipecahkan melalui suatu tindakan perbaikan. Data hasil penelitian dikumpulkan melalui teknik observasi. Data dianalisis menggunakan teknik analisis deskriptif, sedangkan untuk menjelaskan fenomena hasil penelitian yang bersifat hitungan dan persentase digunakan teknik statistik deskriptif. Hasil penelitian menunjukkan: (1) Model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat, yakni terjadi peningkatan persentase terhadap observasi awal sebesar: (a) Rata-rata hasil penilaian RPP pada siklus I = 16,27% dan pada siklus II = 22,90%; (b) Rata-rata hasil penilaian KBM pada siklus I = 22,17% dan pada siklus II = 30,32%; (c) Rata-rata Hasil Belajar Siswa pada siklus I = 11,06% dan pada siklus II = 29,37%.Kata kunci: Model Pembelajaran, RPP, Proses Pembelajaran Kimia. Abstract: The task is to supervise the superintendent of academic and managerial, coaching and professional training of teachers, and the evaluation of the results of the implementation of the monitoring program. Teachers have an important role in classroom learning, as an agent of learners, teachers must be able to serve the learning process by involving the direct participation of active learners (student center), for which teachers must master and be able to utilize a variety of learning models for their implementation in the classroom to apply PAIKEM approach. In general, the learning has begun to shift towards student centered, but the majority of high school teachers in the area of supervisory West Lombok do not understand that the learning model affects the quality of learning so as not to develop models of innovative learning. The results of preliminary observations of the Lesson Plan and the process of learning/teaching activity show that learning is still going on in the conventional/tend to use this method as well as teacher-centered lecture/teacher centered and have demonstrated the use of learning models. Therefore, in the performance of its duties necessary guidance by school inspectors/supervisors through academic supervision was focused on the material, in order to repair and improve the quality of learning which in turn have an impact on improving student learning outcomes. This study aims to explore: (1) Is the Lesson Plan integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) How is the effectiveness of applying the RPP integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. This research method is a method of Action Research School (ARS), which refers to the model of Kurt Lewin. Research procedures performed cyclical, ie, one cycle starting from planning, action, observation, and reflection. ARS was implemented in 2 (two) cycles, which aimed to improve the learning process chemistry in high school supervisory area, aiming to find solutions to real problems that occur in schools, as well as find a scientific answer to how these problems can be solved by a corrective action. The data were collected through observation techniques. Data were analyzed using descriptive analysis techniques, whereas to explain the phenomenon that is a matter of research results and the percentage used descriptive statistical techniques. The results showed: (1) learning model integrated in the lesson plan can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) The effectiveness of applying the Lesson Plan integrated learning model is used to enhance the learning process chemistry in high school supervisory areas of West Lombok regency, namely an increase in the percentage of the initial observations of: (a) Average Lesson Plan assessment cycle I = 16.27 % and on the second cycle = 22.90%, (b) Average of Learning Activity assessment cycle I = 22.17% and on the second cycle = 30.32%, (c) Average of Student Learning Results on the first cycle = 11.06% and on the second cycle = 29.37%.Keywords: Model of Learning, Lesson Plans, Learning Process of Chemistry.

scholarly journals Evaluasi Penggunaan Pendekatan Saintifik di dalam Pembelajaran Siswa Sekolah Dasar

2021 ◽  
Vol 1 (2) ◽  
pp. 128-142
Author(s):  
Juwairiah Juwairiah
Keyword(s):  
Data Collection ◽  
Research Methods ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Resources ◽  
Learning Program ◽  
Descriptive Research ◽  
Scientific Approach ◽  
Program Plan ◽  
Quantitative Descriptive

AbstrakPenelitian ini bertujuan untuk mengevaluasi kesesuaian rencana pembelajaran guru, kesesuaian pembelajaran dengan rencana pembelajaran guru, kelengkapan unsur-unsur pendekatan saintifik di dalam proses pembelajaran, kendala guru dalam menerapkan pendekatan saintifik, dan strategi guru dalam mengatasi kendala penerapan pendekatan saintifik. Penelitian ini dilaksanakan dengan menggunakan metode penelitian deskriptif kuantitatif. Teknik pengumpulan data penelitian ini adalah observasi, angket, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa: (1) kesesuaian RPP guru dibandingkan dengan kriteria RPP Kurikulum 2013 berada dalam kategori baik dengan persentase sebesar 86,41% (2) kesesuaian proses pembelajaran dengan rencana program pembelajaran berada dalam kategori baik dengan presentase 82%; (3) kelengkapan unsur-unsur pendekatan saintifik di dalam proses pembelajaran tergolong kurang dengan presentase 48%; (4) kendala guru dalam menerapkan pendekatan saintifik adalah dalam melaksanakan kegiatan asosiasi, yaitu berada dalam kategori kurang dengan presentase 7%; (5) strategi guru dalam mengatasi kendala penerapan kegiatan asosiasi adalah dengan melatih siswa untuk memecahkan masalah, memfasilitasi siswa dengan media pembelajaran; memberikan reward, menyediakan sumber belajar tambahan, dan mendorong siswa untuk berdiskusi dengan teman sekelasnya.AbstractThis study aims to evaluate the suitability of the teacher's lesson plan, the suitability of learning with the teacher's lesson plan, the completeness of the elements of the scientific approach in the learning process, the obstacles of the teacher in applying the scientific approach, and the teacher's strategy in overcoming the obstacles to the application of the scientific approach. This research was conducted using quantitative descriptive research methods. The data collection techniques of this study were observation, questionnaires, interviews, and documentation. The results of this study indicate that: (1) the suitability of the teacher's RPP compared to the 2013 curriculum RPP criteria is in the good category with a percentage of 86.41% (2) the suitability of the learning process with the learning program plan is in the good category with a percentage of 82%; (3) the completeness of the elements of the scientific approach in the learning process is classified as lacking with a percentage of 48%; (4) the teacher's obstacle in applying the scientific approach is in carrying out association activities, which are in the less category with a percentage of 7%; (5) the teacher's strategy in overcoming obstacles to the application of association activities is to train students to solve problems, facilitate students with learning media; provide rewards, provide additional learning resources, and encourage students to discuss with their classmates.

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