PEMANFAATAN LINGKUNGAN SEBAGAI SUMBER BELAJAR PADA MATA PELAJARAN IPA KELAS IIIB SD NEGERI PANGGANG

Abstract

Abstrak

Penelitian ini bertujuan untuk: (1) mendeskripsikan jenis lingkungan yang dimanfaatkan sebagai sumber belajar IPA kelas IIIB SD Negeri Panggang, (2) proses pemanfaatannya, (3) keuntungan, (4) kendala, dan (5) upaya untuk mengatasi kendala. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitiannya adalah 1 guru dan 29 siswa kelas IIIB. Teknik pengumpulan data adalah teknik wawancara, observasi, dan dokumentasi. Teknik analisis data yang digunakan meliputi reduksi data, penyajian data, dan simpulan. Uji keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: (1) jenis lingkungan yang dimanfaatkan meliputi kelas, halaman sekolah, kebun, sungai, sawah, kolam, lingkungan tempat tinggal warga, desa wisata dan outbond; (2) proses pemanfaatan lingkungan sebagai sumber belajar dilakukan dengan membawa siswa belajar di lingkungan untuk survey, pengamatan, dan praktik, kemudian mempresentasikannya di depan kelas; (3) keuntungan memudahkan guru dalam menyampaikan materi, siswa memperoleh pengalaman belajar yang bermakna, siswa lebih aktif, berpikir kritis, dan mempunyai rasa ingin tahu yang tinggi; (4) kendala guru kesulitan mengkondisikan siswa dan siswa kesulitan menulis ketika belajar di luar kelas; (5) upaya guru memberi teguran, hukuman dan membahas kembali materi yang dipelajari di luar kelas agar siswa dapat menulis materi.

Kata kunci: Pemanfaatan Lingkungan, Sumber Belajar, IPA

Abstract

This research aims to: (1) describe the type of environment used as a source of learning on science grade IIIB at SDN Panggang, (2) the using process, (3) the benefits gained, (4) the constraints, and (5) the efforts made to overcome the obstacles that arise. This research used descriptive qualitative method. Research subjects were 1 teacher and 29 students of grade IIIB. Data collection techniques used observation techniques, interviews, and
documentation. Data analysis techniques used data reduction, data presentation, and conclusions. Meanwhile, data validation test used triangulation of source and triangulation technique.The result shown that: (1) the type of environment used as a science learning resource included classroom environment, school yard, school garden, river, rice field, pond, residential neighborhood, and tourist attractions such as Tourism Village and Outbond; (2) process of using the environment as a learning resource was carried out by bringing students to the environment to conduct surveys, observations, and practices, then present it in front of the class; (3) the benefits gained to facilitate the teacher in delivering the material, the students got a meaningful learning experience, the students became more active, critical thinking, and have a high curiosity; (4) the constraints faced were teachers difficulty in conditioning students and students difficult to wrote when studying outside the classroom; (5) The efforts were made by the teacher to give a reprimand, punishment and re-discuss the material learned outside the classroom so that students can write the material.

Keywords: Environmental Using, Learning Resources, Science.