PELAKSANAAN MODEL PEMBELAJARAN KONSTRUKTIVISTIK DALAM KURIKULUM 2013 DI SD MUHAMMADIYAH CONDONGCATUR

Abstract

Abstrak
Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan model pembelajaran konstruktivistik dalam Kurikulum 2013 di SD Muhammadiyah Condongcatur beserta kendala kultural dan struktural yang terjadi. Penelitian ini menggunakan pendekatan kualitatif. Subjek dari penelitian ini yaitu pendidik, peserta didik, dan kepala sekolah. Metode pengumpulan data dengan observasi, wawancara, dan dokumentasi. Instrumen penelitian ini menggunakan pedoman observasi, pedoman wawancara, dan dokumentasi. Teknik yang digunakan untuk menganalisis data menggunakan teknik deskriptif kualitatif. Hasil penelitian menunjukan bahwa pelaksanaan model pembelajaran konstruktivistik dalam Kurikulum 2013 di SD Muhammadiyah Condongcatur meliputi kegiatan pendahuluan, kegiatan inti yang mencakup kegiatan mengamati, menanya, mencoba, menalar, dan mengkomunikasikan, serta kegiatan penutup pembelajaran. Pada kegiatan pendahuluan, pendidik memantapkan pemahaman peserta didik terhadap konsep-konsep yang telah dikuasai yang berkaitan dengan materi baru yang akan dipelajari. Kegiatan inti mengarah pada student centered learning melalui berbagai aktivitas belajar seperti; mengamati, menanya, mencoba, menalar, dan mengkomunikasikan. Kegiatan penutup dilakukan dengan menyimpulkan hasil belajar serta memberikan program pengayaan. Terdapat kendala kultural dan struktural selama pelaksanaan pembelajaran. Kendala kultural terjadi pada proses pembelajaran, peran peserta didik, peran pendidik, sarana belajar, dan evaluasi belajar sehingga kultur student centered learning belum terbentuk secara optimal. Kendala struktural terjadi pada banyaknya tuntutan administrasi yang harus dipenuhi pendidik. Selain itu terdapat beberapa kendala lain yang terjadi, seperti pada tingkat pemahaman pendidik, kedalaman materi, alokasi waktu, dan format penilaian.
Kata kunci: pembelajaran konstruktivistik, kurikulum 2013, kendala kultural dan struktural.
Abstract
This study intend to describe the implementation of constructivist learning model in Curriculum 2013 in SD Muhammadiyah Condongcatur along cultural and structural constraints that occured. This study used a qualitative approach. The subject of this research that educators, students, and school principals. The method of collecting data through observation, interviews, and documentation. This research instrument using the guidelines for observation, interview, and documentation. The technique used to analyze the data using qualitative descriptive technique. The results showed that the implementation of constructivist learning model in Curriculum 2013 in SD Muhammadiyah Condongcatur include preliminary activities, the core activities that include activities to observe, ask, try, reason, and communicate, as well as closing activities of learning. In the preliminary events, educators strengthen students understanding of the concepts that have been controlled with regard to the new material to be studied. Core activities leads to student centered learning through a variety of learning activities such as; observe, ask, try, reason, and communicate. Cover the activities carried out by concluding learning outcomes and provide enrichment programs. There are cultural and structural constraints for the implementation of learning. Cultural constraints occur in the learning process, the role of the learner, the role of educator, learning tools, and evaluation of learning so that culture is not yet formed student centered learning optimally. Structural constraints occur in many administrative demands that must be met educators. In addition there are several other problems that occur, such as the level of understanding of educators, the depth of the material, time allocation and assessment format.
Keywords: constructivist learning, Kurikulum 2013, cultural and structural constraints.