Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Haq, Manik Nur; Murdiono, Mukhamad

doi:10.21831/jc.v16i2.24603

Cited by 4 publications

(4 citation statements)

References 29 publications

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“…Tahapan yang sulit diterapkan pasti bertanya dan berkomunikasi (Tunaffisa et al, 2019). Demikian pula, kendala guru terkait menggunakan pendekatan saintifik antara lain; (1) keterbatasan kompetensi guru; (2) memperhatikan sarana dan prasarana; (3) keterbatasan waktu dan biaya; (4) kurangnya kreativitas dan inovasi; (5) semangat, motivasi, dan rasa ingin tahu siswa; (6) rendahnya kemampuan berpikir kritis, memecahkan masalah, dan mengambil keputusan; (7) kurangnya keterampilan komunikasi dan kolaborasi; (8) minat baca yang rendah; (9) kurangnya literasi informasi; (10) rendahnya literasi teknologi informasi dan komunikasi (TIK); (11) terbatasnya pelatihan dan sosialisasi mengenai perencanaan, proses, dan evaluasi pembelajaran (Haq & Murdiono, 2019).…”

Section: Pembahasanunclassified

Penggunaan Pendekatan Saintifik sebagai Best Practice Pembelajaran di Sekolah Dasar

Meriyati¹

2022

J. Pengajaran SD

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Perubahan kurikulum 2013 dapat dilihat pada aspek pembelajaran dan penilaian pembelajaran. Pembelajaran ditekankan dengan pendekatan saintifik, dan penilaian pembelajaran mengacu pada penilaian autentik. Hal ini bertujuan untuk melaksanakan pembelajaran yang baik (best practice) dengan pendekatan saintifik di kelas VI B untuk meningkatkan partisipasi siswa dan bersosialisasi dengan guru di sekolah. Penulisan ini menggunakan metode studi kasus karena adanya permasalahan akibat penerapan pembelajaran dengan pendekatan saintifik, dan masih banyak guru yang mengalami kesulitan. Pengumpulan data dan informasi penelitian dikumpulkan melalui wawancara, kegiatan praktik, dan observasi. Hasil pelaksanaan kegiatan best practice pembelajaran saintifik di SDN Leuweungkolot 02 Kecamatan Cibungbulang Tahun 2019, perencanaan pembelajaran diawali dengan menemukan masalah di sekolah, mendefinisikan masalah, mengajukan ke sekolah, mengamati pembelajaran duduk kepada guru senior, dan menerapkan pembelajaran berbasis pendekatan saintifik di sekolah. tahap evaluasi pembelajaran, termasuk masukan dan saran dari guru. Hasil kegiatan best practice ini dapat meningkatkan pemahaman guru terhadap pembelajaran dengan menggunakan pendekatan saintifik. Menggunakan pendekatan saintifik sebagai best practice dalam proses pembelajaran dengan menggunakan pendekatan saintifik di SDN Leuweungkolot 02 Kecamatan Cibungbulang Kabupaten Bogor menunjukkan adanya peningkatan partisipasi siswa dan kesiapan guru melalui kegiatan observasi sampai dengan tahap mengomunikasikan.

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Section: Pembahasanunclassified

Penggunaan Pendekatan Saintifik sebagai Best Practice Pembelajaran di Sekolah Dasar

Meriyati¹

2022

J. Pengajaran SD

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“…Kebiasaan pembelajaran yang berpusat pada guru sulit dihilangkan (Nurtanto dkk., 2021). Kolaborasi dan komunikasi antar siswa maaupun guru sangat minim terjadi di kelas (Haq & Murdiono, 2019). Selain itu, integrasi teknologi digital untuk mencari berbagai sumber belajar juga kurang diterapkan (Sawitri dkk., 2019).…”

Section: Pendahuluanunclassified

Tingkat Kematangan Guru Dan Siswa Pendidikan Vokasional Dalam Menerapkan Keterampilan Abad 21

Juliandarini¹

2022

JPTM

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Until now, the maturity level of teachers and students in vocational education in applying 21st century skills in learning is still a prolonged polemic. This study aims to: (1) analyze the maturity level of teachers and students in applying 21st century skills; (2) analyze the difference in the maturity level of 21st century skills between teachers and students in implementing vocational learning. The research uses an exploratory descriptive method with a quantitative approach adopting the Hoy and Adam design. This study involved 598 samples which were divided into teacher and student subjects. Collecting data using a closed questionnaire technique with a 4-point Likert scale. Data were analyzed descriptively quantitatively to describe the percentage of maturity level and independent sample t-test to determine the difference in maturity between teachers and students. The results showed: (1) all 21st century skills consisting of problem solving, critical thinking, creativity, collaboration, communication, and digital literacy were at a low level of maturity; (2) the difference in the level of maturity experienced by teachers and students is quite significant in all competencies. Currently, 21st century skills in managing and following learning in vocational education must be strengthened again. Various training and mentoring for teachers and students should also be improved.

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“…Mathematics learning in Indonesia still tends to be 'mechanistic', placing more emphasis on students remembering, memorizing or rote learning and less (or not even emphasizing at all) students' reasoning, problem-solving or understanding of the context (Shadiq, 2009). An intention of the 2013 Curriculum is that learning should offer students opportunities to construct knowledge in line with the growth of their cognition (Haq & Murdiono, 2019).…”

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Indonesian Curriculum 2013 Ten Years On: Impact on Mathematics Teaching

Muhammad

Lawson

Aslam

et al. 2023

Journal of Research in Science, Mathematics and Technology Education

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The Indonesian Government introduced the 2013 Curriculum as an attempt to improve education within Indonesia. International comparisons showed that mathematics was a subject in which there was much room for improvement. As it is now ten years since the introduction of the new curriculum, it is time to review its implementation. A key element of the 2013 curriculum is using the Scientific Approach (observing, asking, exploring, associating, and communicating) as the fundamental pedagogy with a general emphasis on active learning. This study explores the extent to which this has been implemented within the classroom by utilizing various data sources, including student focus group discussions, classroom observations, documentation reviews and teacher interviews. This produced a multi-dimensional data set which reveals that ten years on from its introduction, the implementation of the Scientific approach in mathematics is, at best, inconsistent. In practice, there is still a great reliance on teacher-centered pedagogies, although lesson plans indicate an intent to promote more active learning. Students tend to remain passive and individual learners, although they express a strong desire to work together. Teachers report difficulties in finding appropriate learning media to facilitate active learning pedagogies and school infrastructures are often a hindrance to the use of the Scientific Approach.

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Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Cited by 4 publications

References 29 publications

Penggunaan Pendekatan Saintifik sebagai Best Practice Pembelajaran di Sekolah Dasar

Penggunaan Pendekatan Saintifik sebagai Best Practice Pembelajaran di Sekolah Dasar

Tingkat Kematangan Guru Dan Siswa Pendidikan Vokasional Dalam Menerapkan Keterampilan Abad 21

Indonesian Curriculum 2013 Ten Years On: Impact on Mathematics Teaching

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