Kesiapan Guru Sd Dalam Pelaksanaan Pembelajaran Tematik-Integratif Pada Kurikulum 2013 Di Diy

Abstract

<p class="PRIMAJUDULArtikelEnglish">Penelitian ini bertujuan untuk mendeskripsikan kesiapan guru Sekolah Dasar (SD) dalam menerapkan Kurikulum 2013 khususnya dalam pembelajaran tematik-integratif di Daerah Istimewa Yogyakarta (DIY). Jenis penelitian yang digunakan yaitu penelitian survei. Populasi penelitian adalah guru kelas I dan IV yang terdapat di wilayah DIY. Jumlah sampel yang diambil dalam penelitian ini adalah sebanyak 182 guru SD yang berasal dari 49 SD negeri dan 15 SD swasta yang dijadikan <em>pilot project</em> berdasarkan data dari Kemdikbud DIY. Hasil penelitan menunjukkan bahwa persentase kesiapan guru SD di DIY dalam melaksanakan pembelajaran tematik-integratif pada Kurikulum 2013 sebesar 75,85% (siap), dilihat dari aspek kesiapan yaitu aspek <em>Behavioral Readiness </em>diperoleh persentase sebesar 80% (sangat siap), aspek <em>Emotive-Ettitudinal</em> sebesar 78,39% (sangat siap) dan aspek <em>Cognitive Readiness </em>sebesar 71,18% (siap). Sedangkan kesiapan guru SD di setiap kabupaten diperoleh hasil persentase sebagai berikut: Sleman 76,13% (sangat siap), Yogyakarta 78,72% (sangat siap), Bantul 73,16% (siap), Gunungkidul 75,54% (siap), dan Kulon Progo 75,42% (siap).</p> <p class="PRIMAABSTRAKKeywords"><strong>___________________________________________________________________________________________________________________________________________________________________________________________</strong></p> <p><em> </em></p> <p class="PRIMAABSTRAKJudul"><strong>THE STUDY ON THE ELEMANTARY SCHOOL TEACHERS READINESS IN IMPLEMENTING THEMATIC-INTEGRATIVE TEACHING AND LEARNING IN CURRICULUM 2013, YOGYAKARTA<br /></strong></p><p class="PRIMAABSTRAKJudul"><strong>ABSTRACT</strong></p> <p class="PRIMAABSTRAKBodyEnglish">This study aims to describe the readiness of elementary school teachers in implementing curriculum 2013, based on thematic-integrative learning in Yogyakarta Province. This is a survey study. The research population were elemantary school teachers of class I and IV in DIY. The research sample consisted of 289 elemantary school teachers from 49 public schools and 15 private elementary schools which used as pilot project based on the data from Kemdikbud. The result shows that the percentage of elementary school teachers readiness in to implementing thematic-integrative learning is 75.85% (ready): the precentage of readiness behavioral aspects is 80% (well prepared), emotive ettitudinal aspect is 78.39% (well prepared) and cognitive readiness aspects is 71.18% (ready). While the readiness of elementary school teachers in each district are follows: Sleman 76.13% in the category of (well prepared), Yogyakarta 78.72% in the category of (well prepared), Bantul 73.16% in the category of (ready), Gunungkidul 75.54% in the category of (prepared ), and Kulon Progo 75.42% in the category of (ready).</p> <strong>Keywords</strong><strong>:</strong> Elemantary school teachers readiness, thematic-integrative, kurikulum 2013<br />

The Level of Difficulty of Teachers in Thematic Learning

“…Teachers have not been able to adapt to changes in the 2013 curriculum. Contrary to the results of previous research that the readiness of teachers in welcoming the 2013 curriculum from the Emotive-Attitudinal aspects (enthusiastic, responsible, willingness to adapt , and independence) in Yogyakarta City, Sleman Regency, Kulon Progo Regency, and Gunungkidul Regency in the very ready category and in Bantul in the ready category [11].…”

Perbedaan Hasil Belajar Dalam Pembelajaran Yang Menggunakan Dan Tidak Menggunakan Teknik Pembelajaran Probing Prompting

“…Kurikulum 2013 adalah pembelajaran yang didesain untuk mengembang kan potensi peserta didik, bertujuan untuk mewujudkan generasi bangsa Indonesia yang bermartabat, beradab, berbudaya, berkarakter, beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, menjadi warga negara yang demokratis, dan bertanggung jawab (Kemendikbud, Nomor 18A, 2013). Menurut Trianto (2017:06) (Wangid:2014) Dalam proses pembelajaran peserta didik didorong untuk mengembangkan keaktifan dan kemampuan berfikir. Untuk mencapai tujuan pendidikan yang maksimal, peran guru sangat penting.…”

The Need of Convertible Book Media

“…Effective learning activities that can stimulate active students in it cannot be separated from the role of teachers and the use of interactive and innovative learning media. As mentioned in the study, that teachers still need guidance and mentoring in developing the media, as well as carrying out lessons in accordance with the demands of the Curriculum 2013 [5] [6].…”