IMPLEMENTASI PEMBELAJARAN TEMATIK DI KELAS AWAL SD NEGERI INKLUSI BANGUNREJO 2 KRICAK TEGALREJO YOGYAKARTA

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan komponen RPP tematik yang disusun oleh guru kelas awal, pelaksanaan pembelajaran tematik di kelas awal, dan penilaian yang digunakan dalam pembelajaran tematik pada KTSP oleh guru kelas awal di SD Negeri Bangunrejo 2. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara, dan dokumentasi. Penelitian ini menggunakan teknik analisis data menurut Miles & Huberman yaitu reduksi data, penyajian data, dan pengambilan kesimpulan. Hasil penelitian menunjukkan bahwa guru kelas awal sudah menyusun RPP yang menggunakan model RPP tematik dan sesuai dengan KTSP. Pada tahap pelaksanaan pembelajaran tematik, penyajian konsep beberapa materi yang masih belum terkait satu sama lain, pembelajaran belum terfokus pada tema, dan pemisahan antar mata pelajaran masih terlihat jelas. Pada tahap penilaian, guru telah melakukan penilaian tes secara terpisah antar mata pelajaran dan belum disesuaikan dengan tema, serta penilaian non tes menggunakan penilaian portofolio, kinerja, sikap, dan produk.

Kata kunci: pembelajaran tematik, kelas awal, KTSP

Abstract

This research aims at describing the components of thematic lesson plans that compiled by the early grades teachers, the implementation of thematic instruction, and assessment used in thematic instruction in the curriculum. Data collection techniques were observation, interview, and documentation. Data analysis techniques were data reduction, data display, and verification. The result research show that the thematic instruction has not been fully implemented. During the planning phase, the early grades teachers has already proposed lesson plan using the model of thematic lesson plans and it was in accordance with the guidelines. During the implementation, the presentation of the concept of multiple materials that are still not linked to one another, the learning is not focused by the theme, and the separation between subjects still clearly visible. In the assessment phase, the assessment tests are still done separately between subjects and have not been appropriate with the theme, as well as non-assessment tests carried out by teachers, portfolio assessment, performance, attitude, and products.

Keywords: thematic instruction, early grades, School Based Curriculum