IMPLEMENTASI PROGRAM KELAS CERDAS ISTIMEWA MATEMATIKA DAN IPA (CIMIPA) DI SD MUHAMMADIYAH SAPEN YOGYAKARTA

Abstract

AAbstrak
Penelitian ini bertujuan untuk: (1) Mendeskripsikan implementasi program kelas Cerdas Istimewa Matematika dan IPA (CIMIPA) di SD Muhammadiyah Sapen Yogyakarta, (2) Mengidentifikasi faktor pendukung dan penghambat program kelas Cerdas Istimewa Matematika dan IPA (CIMIPA) di SD Muhammadiyah Sapen Yogyakarta, (3) Mendeskripsikan hasil dari program kelas Cerdas Istimewa Matematika dan IPA (CIMIPA) di SD Muhammadiyah Sapen Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subyek dalam penelitian ini yaitu Kepala Sekolah, Guru dan Siswa. Data diperoleh dengan wawancara, observasi dan dokumentasi. Instrumen utama dalam penelitian ini yaitu peneliti dengan dibantu dengan pedoman wawancara dan pedoman observasi. Teknik yang digunakan dalam analisis data adalah reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil dari penelitian ini menunjukan bahwa: (1) Implementasi Program Kelas CIMIPA: (a) Standar pendidikan menggunakan 8 SNP dan sasaran yaitu yakni calon peserta didik baru yang dapat lolos dalam tes psikotest dan peserta didik di kelas 2 regular yang memiliki rata-rata nilai rapot minimal 8,
(b) Sumber Daya berupa tenaga pendidik lulusan Sarjana S1 dan memiliki kemampuan bahasa inggris yang baik serta berupa sarana dan prasarana yang memadai, (c) Hubungan antar organisasi, Sekolah berkoordinasi dengan Dinas Pendidikan Kota Yogyakarta. Serta menjalin kerja sama dengan UKP UGM dan Rumah Sains Ilma, (d) Agen pelaksana telah terjalin baik dengan adanya koordinasi antar guru CIMIPA dengan kasubag layanan CIMIPA serta antara guru CIMIPA dengan Kepala Sekolah;
(e) Disposisi Implementor yaitu Sekolah telah memahami dengan baik terkait proses implementasi program kelas CIMIPA; (f) Kondisi Sosial di Sekolah berupa interaksi antar peserta didik dan dengan guru terjalin kerja sama, rukun namun tetap kompetitif. (2) Faktor pendukung: (a) sarana prasarana yang memadai, (b) kebutuhan peserta didik yang memerlukan layanan khusus, (3) Sekolah berkomitmen untuk menyediakan layanan khusus. Faktor penghambat yaitu orang tua terkadang lalai dalam mendampingi anak belajar di rumah. (3) Hasil dari program yaitu prestasi yang diraih oleh peserta didik CIMIPA.
Kata kunci: Program Kelas Cerdas Istimewa Matematika dan IPA, Layanan khusus, Cerdas Istimewa.

Abstract
This research aimed to: (1) Describe the Implementation of Math and Science Gifted1 Class (MSGC) Program in Muhammadiyah Sapen Elementary School Yogyakarta, (2) Identify supporting factors and inhibitors of The Math and Science Gifted Class (MSGC) Program in Muhammadiyah Sapen Elementary School Yogyakarta, (3) Describe the results of The Math and Science Gifted Class (MSGC) Program in Muhammadiyah Sapen Elementary School Yogyakarta. This research was a descriptive research with qualitative approach. Subjects in this research were Principal, Teachers and Students. Data was obtained by interview, observation and documentation. The main instrument in this research was researcher with assisted by interview guides and observation guidelines. Techniques used in
494 Jurnal Kebijakan Pendidikan Vol. 7 Nomor 5 Tahun 2018
data analysis were data reduction, data display, and conclusion. Validity used source triangulation and technique triangulation. The results of this research was show that: (1) Implementation MSGC Program in Muhammadiyah Sapen Elementary School Yogyakarta:
(a) Education standard using 8 National Education Standards and the target of the program is prospective learners who can pass the psychotest and students in second regular class who have an average score of at least 8, (b) Resources in the form is educators who has graduated of bachelor degree and have good English language skills, resources are also in the form of adequate facilities and infrastructure, (c) Inter-organizational relationships, This School in coordination with Yogyakarta Education Department related to the implementation of special intelligent class program MIPA. In addition, the school cooperates with Unit of Psychological Consultation UGM and Ilma Sains House, (d) Characteristics of implementing agents, has been established well with the coordination between teachers of math and sains gifted class with head of MSGC division and between teachers MSGC with the Principal; (e) Implementor disposition of Muhammadiyah Sapen elementary school has been well understood related to the implementation process of MSGC; (f) Social Condition in school in the form of interaction between learners and with teachers established cooperation, harmonious but still competitive. (2) Supporting factors: (a) adequate infrastructure, (b) the presence of above-average learners who require special services, (3) Schools were committed to providing special services. The inhibiting factor was that parents sometimes neglect to assist their children to study at home. (3) Results of the MSGC program was achievement.
Keywords: Math and Science Gifted Class, Special Services, Gifted