Konstruktivisme merupakan salah satu aliran filsafat pengetahuan yang menekankan bahwa pengetahuan merupakan hasil konstruksi (bentukan). Pengetahuan merupakan akibat dari suatu konstruksi kognitif dari kenyataan yang terjadi melalui aktivitas seseorang. Berdasarkan pandangan konstruktivistik belajar merupakan suatu proses pembentukan pengetahuan. Pembentukan ini harus dilakukan individu yang belajar. Ia harus aktif melakukan kegiatan, aktif berfikir, menyusun konsep dan memberi makna tentang hal-hal yang dipelajari. Artikel ini bertujuan untuk mengkaji penerapan teori kontruktivistik dalam pembelajaran tematik di sekolah dasar. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa dalam penerapan teori belajar konstruktivistik membutuhkan partisipasi aktif siswa dalam proses belajarnya. Partisipasi aktif sebagai penerapan teori konstruktivistik dapat dilaksanakan dalam pembelajaran secara tematik. Pembelajaran tematik sendiri lebih menekankan pada penerapan konsep belajar sambil melakukan sesuatu (learning by doing), sesuai dengan prinsip dasar dari kontruktivisme yang harus dipegang oleh pengajar adalah bahwa siswa lebih baik belajar dengan berbuat (learning by doing) daripada belajar dengan mengamati.
This study aims to explain the problems of online learning for teachers in improving thematic learning in SD/MI during online learning. The research method used in this study is a qualitative research method. Based on the object of study, this research is a literary research or library research. Library research is a research conducted by collecting data, information, and various other data contained in the library. Sources of data used in this study are books, journals, articles, and other scientific works that are relevant to the object of study in this study. The results of the study show that the problems of online learning have an impact on teachers and explain online learning in thematic learning and its problems.
Basically, evaluative research is part of applied research. An important part of evaluative research is the existence of an expected goal or condition, then these goals are assessed through evaluation. Evaluative research is a study that measures and determines the results of a particular plan or project by collecting and analyzing plans objectively, in accordance with the objectives of the plan. The aim is to design, refine and test the implementation of educational practices, as well as evaluate the success of certain activities and evaluate the benefits of these activities. Evaluation will be carried out well if the program includes clear objectives, so that it can determine the expected or achieved results through the methodology of the conceptual framework of research evaluation. There are several evaluation models that can be chosen by researchers to evaluate the program, namely the CIPP, UCLA, Brinkerhoff and Stake models.
The development of teaching materials based on process skills in the ecosystem material is one of the teaching materials implemented to support and facilitate students in mastering the material in the learning process and can improve student learning outcomes. This study aims to (1) develop teaching material products based on ecosystem material process skills, (2) to develop textbooks that make students more interested in learning, and (3) to determine the improvement of student learning outcomes with material processing skills-based teaching ecosystem materials. The results of this study indicate that: (1) The product of this process skills-based teaching material is very feasible to be applied. It is evident from the results of the evaluation of the material expert validation test that the eligibility level is 100%, the design expert gets 83.75%, and the learning expert gets 93.75%, because the materials and designs used match the curriculum and student characteristics; (2) The level of attractiveness of process skills-based teaching materials in the field test was 92.77%, because the teaching materials were presented attractively and were designed by selecting images, colors, and fonts that were in accordance with the characteristics of the students; (3) The increase in student learning outcomes can be seen from the post-test results of the control class and the experimental class, the mean score of the experimental class is 83, on the other hand the average score of the control class is 53.82. The t-test results obtained = 11.562> = 2.00575. is rejected and is accepted, this shows that this teaching material makes students more familiar with the material, because practice questions are related to daily life and the student's environment, and are tested to improve student learning outcomes so that this process skills-based teaching material is suitable for use in learning in particular ecosystem matter. Pengembangan bahan ajar berbasis keterampilan proses materi ekosistem adalah salah satu bahan ajar yang diimplementasikan untuk menunjang serta mempermudah siswa dalam menguasai materi pada proses pembelajaran serta dapat meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk (1) mengembangkan produk bahan ajar berbasis keterampilan proses materi ekosistem, (2) untuk mengembangkan buku ajar yang membuat siswa menjadi lebih tertarik dalam pembelajaran, serta (3) untuk mengetahui peningkatan hasil belajar siswa dengan bahan ajar berbasis keterampilan proses materi ekosistem. Hasil penelitian ini menunjukkan jika: (1) Produk bahan ajar berbasis keterampilan proses ini sangat layak diaplikasikan. Terbukti dari hasil penilaian uji validasi ahli materi mendapat tingkat kelayakan 100%, ahli desain mendapat 83,75%, serta ahli pembelajar mendapat 93,75%, karena materi serta desain yang digunakan cocok dengan kurikulum serta karakteristik siswa; (2) Tingkat kemenarikan bahan ajar berbasis keterampilan proses pada uji lapangan didapat 92,77%, karna bahan ajar disajikan menarik serta didesain dengan pemilihan gambar, warna, serta jenis huruf yang sesuai dengan karakteristik siswa; (3) Peningkatan hasil belajar siswa terlihat dari hasil post-test kelas kontrol serta kelas eksperimen, nilai rata-rata kelas eksperimen adalah 83, sebaliknya nilai rata-rata kelas kontrol adalah 53,82. Hasil uji- t memperoleh = 11,562 > = 2,00575. Ho ditolak dan diterima, hal ini menunjukkan jika bahan ajar ini menjadikan siswa lebih menguasai materi, karena soal latihan berkaitan dengan kehidupan sehari-hari serta lingkungan siswa, serta teruji dapat meningkatkan hasil belajar siswa sehingga bahan ajar berbasis keterampilan proses ini layak digunakan dalam pembelajaran khususnya materi ekosistem.
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