PELAKSANAAN PEMBELAJARAN PENGETAHUAN TEKSTIL SISWA KELAS X TATA BUSANA DI SMK NEGERI 4 SURAKARTA

Abstract

Penelitian ini bertujuan untuk mengetahui: 1) pelaksanaan pembelajaran pengetahuan tekstil pada guru dan
siswa kelas X Tata Busana di SMK Negeri 4 Surakarta, 2) aspek-aspek yang menjadi kelemahan dalam
pelaksanaan pembelajaran pengetahuan tekstil di SMK Negeri 4 Surakarta. Penelitian ini merupakan penelitian
deskriptif dengan teknik analisis data menggunakan statistik deskriptif. Sebagai sumber data yaitu 4 guru dan 100
siswa. Hasil penelitian menunjukkan bahwa: 1) pelaksanaan pembelajaran pengetahuan tekstil secara keseluruhan
berdasarkan self assessment 100% guru masuk kategori sangat baik dan berdasarkan persepsi 51% siswa masuk
kategori baik. Secara rinci, pelaksanaan pembelajaran pengetahuan tekstil ditinjau dari: a) kegiatan pendahuluan,
berdasarkan self assessment 100% guru masuk kategori sangat baik dan berdasarkan persepsi 51% siswa masuk
kategori baik; b) kegiatan inti, berdasarkan self assessment 100% guru masuk kategori sangat baik dan berdasarkan
persepsi 50% siswa masuk kategori baik; c) kegiatan penutup, berdasarkan self assessment 100% guru masuk
kategori sangat baik dan berdasarkan persepsi 42% siswa masuk kategori baik, 2) aspek-aspek yang menjadi
kelemahan dalam pelaksanaan pembelajaran pengetahuan tekstil terdapat pada aspek menerapkan pendekatan
saintifik dalam kegiatan mengkomunikasikan dengan skor 250, memberikan penguatan dengan skor 218, dan
memberikan umpan balik dengan skor 234.

Kata kunci: pembelajaran, pengetahuan tekstil

This study aims to investigate: 1) the implementation of textile knowledge learning according to
teachers and students of Grade X of Fashion Design at SMK Negeri 4 Surakarta, and 2) aspects that
become weaknesses in the implementation of textile knowledge learning at SMK Negeri 4 Surakarta. This
was a descriptive study with data analyzed by means of descriptive statistics. The data sources were 4
teachers and 100 students. The results of the study are as follows. 1) The implementation of textile
knowledge learning as a whole is 100% in the very good category based on the teachers’ self-assessment
and 51% in the good category based on the students’ perceptions. In detail, the implementation of textile
knowledge learning in terms of: a) preliminary activities, is 100% in the very good category based on the
teachers’ self-assessment and 51% in the good category based on the students’ perceptions; b) main
activities, is 100% in the very good category based on the teachers’ self-assessment and 50% in the good
category based on the students’ perceptions; and c) closing activities, is 100% in the very good category
based on the teachers’ self-assessment and 42% in the good category based on the students’ perceptions.
2) Aspects that become weaknesses in the implementation of textile knowledge learning are those of
applying the scientific approach in the communicating activity with a score of 250, providing
reinforcement with a score of 218, and providing feedback with a score of 234.

Keywords: learning, textile knowledge