IDENTIFIKASI KESULITAN PEMBELAJARAN IPA BERPENDEKATAN SAINTIFIK

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, penilaian pembelajaran, kesulitan guru dalam pembelajaran IPA berpendekatan saintifik di Kelas IVA SDN Panggang. Jenis penelitian ini studi kasus. Subjek penelitian ini guru kelas IVA, siswa kelas IVA, dan Kepala Sekolah SDN Panggang. Objek penelitian ini adalah kegiatan-kegiatan pembelajaran IPA berpendekatan saintifik.Teknik pengumpulan data: observasi, wawancara, dan dokumentasi. Data dianalisis dengan menggunakan reduksi data, display data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan ternik.Hasil penelitian menunjukkan bahwa perencanaan pembelajaran yang dilakukan guru adalah mengkaji silabus serta menyusun RPP yang menjabarkan langkah  kegiatan pendekatan saintifik. Guru telah melaksanakan pembelajaran IPA  berpendekatan saintifik: mengamati, menanya, mencoba, menalar, dan mengkomunikasikan. Pelaksanaan pembelajaran IPA berpendekatan saintifik terlaksana sebesar 82%. Guru telah menggunakan penilaian autentik berupa penilaian sikap, penilaian keterampilan, dan penilaian hasil belajar. Namun guru jarang menggunakan instrumen dan rublik penilaian. Kesulitan guru dalam pembelajaran IPA berpendekatan saintifik: perencanaan, pelaksanaan, dan penilaian pembelajaran.

Kata Kunci: pembelajaran IPA, pendekatan saintifik

Abstract.

This research aims at  describing the planning, implementation, learning evaluation, teacher's obstacle in science learning with scientific approach at grade IVA SDN Panggang. The research type was study case. The research subjects were the teacher of grade IVA, students of grade IVA, and the headmaster of SDN Panggang. The research objects were science learning activities with scientific approach. The data collecting were observation, interview, and documentation. Data were analyzed by data reduction, data display, and conclusion. The data validation used source triangulation and technique triangulation. The research result shows that the learning implementation that was done by teacher were syllabus examining and arrangung RPP that containing scientific approach activities steps. Teacher had done science learning with scientific approach, including observation, asking, trying, logical reasoning, and communicating. Science learning implementation with scientific approach were done 82%. Teacher had used authentic evaluation including attitude evaluation, skill evaluation, and learning result evaluation. But teacher seldom used evaluation instruments and rubrics. The teacher obstacles included planning, implementation, and learning evaluation

Key Words:. Science learning, scientific approach