PEMAHAMAN GURU TENTANG KONSEP PERENCANAAN PEMBELAJARAN TEMATIK KELAS RENDAH DI SD 2 PADOKAN BANTUL

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui pemahaman guru tentang perencanaan pembelajaran tematik kelas rendah di SD 2 Padokan Kasihan Bantul. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian ini adalah 3 orang guru kelas rendah. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Data yang diperoleh dianalisis dengan menggunakan langkah-langkah reduksi data, display data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data dengan menggunakan triangulasi teknik dan sumber. Hasil penelitian menunjukan bahwa guru kelas rendah telah memahami konsep perencanaan pembelajaran tematik maupun unsur-unsur yang ada dalam RPP tematik. Penyusunan rencana pelaksanaan pembelajaran telah
dilaksanakan guru dengan teratur, hanya saja pelaksanaan pembelajaran terkadang tidak sesuai apa yang dibuat terutama penggunaan media atau alat peraga. Pelaksanaan penilaian bersifat fleksibel meliputi penilaian di awal maupun di akhir pembelajaran, penilaian setiap tema, penilaian mingguan, penilaian di
awal semester dan penilaian di akhir semester.

Kata Kunci: pemahaman, perencanaan

Abstract

This study aims to investigate teachers’ understanding of thematic learning planning in lower grades at SD 2 Padokan, Kasihan, Bantul. This was a qualitative descriptive study. The research subjects were 3 teachers of lower grades. The data were collected through observations, interviews, and documentation. The collected data were analyzed by means of the steps of data reduction, data display, and conclusion drawing. The data trustworthiness was enhanced by technique and source triangulations. The results of the study show that the teachers of lower grades have understood the concepts of thematic
learning planning and the elements of thematic lesson plans. The making of lesson plans has been regularly done by the teachers, but the learning implementation is sometimes not relevant to what is presented in the lesson plans especially the use media or teaching aids. The assessment conducted is
flexible, comprising assessment at the beginning and end of a lesson, assessment of each theme, weekly assessment, assessment at the beginning of a semester, and assessment at the end of a semester.

Keywords: understanding, planning