Analisis kedalaman dan keterkaitan antar konsep pada pembelajaran IPA di masa pandemi

Asita Al Mufida; Ari Widodo

doi:10.21831/jipi.v7i2.40887

Analisis kedalaman dan keterkaitan antar konsep pada pembelajaran IPA di masa pandemi

Asita Al Mufida, Universitas Pendidikan Indonesia, Indonesia
Ari Widodo, Universitas Pendidikan Indonesia, Indonesia

10.21831/jipi.v7i2.40887

Abstract

Paper ini bertujuan untuk menunjukkan hasil analisis kedalaman dan keterkaitan antar konsep pada materi interaksi makhluk hidup dengan lingkungan dan materi pencemaran lingkungan yang disampaikan oleh guru kepada siswa SMP dalam pembelajaran jarak jauh. Guru yang menjadi subjek penelitian berjumlah tiga orang yang menggunakan media yang berbeda dalam menyampaikan materi. Guru pertama menggunakan kombinasi WhatsApp dan Google Classroom, Guru kedua menggunakan kombinasi WhatsApp dan Zoom, dan Guru ketiga menggunakan kombinasi WhatsApp dan E-learning sekolah. Penelitian dilakukan dengan menganalisis pembelajaran yang dilakukan oleh ketiga guru dan materi yang disampaikan, serta didukung dengan hasil wawancara dengan guru. Hasil penelitian ini menunjukkan bahwa, baik Guru pertama, kedua, maupun ketiga masih terbatas dalam menyampaikan konsep, baik dalam segi durasi penyampaian konsep maupun banyaknya sub konsep yang disampaikan. Guru hanya sebatas menjelaskan pengertiannya saja disertai contoh tanpa membahas lebih lanjut konsep tersebut, serta keterkaitannya dengan konsep-konsep yang lain. Sangat jarang sekali guru mengaitkan antar konsep, sehingga konsep-konsep yang disampaikan terkesan berdiri sendiri dan tidak memiliki keterkaitan dengan konsep yang lain. Konsep yang disampaikan ketiga guru didominasi oleh konsep-konsep yang seharusnya sudah diajarkan di jenjang SD, namun diajarkan kembali di jenjang SMP.

Kata Kunci: kedalaman konsep, keterkaitan antar konsep

Depth analysis and relationships between concepts in natural science learning during the pandemic

Abstract: This paper is aimed to show the results of the analysis of the depth and interrelationships between concepts in the topic on interaction of living things with the environment and environmental pollution material that was delivered by the teacher to junior high school students in distance learning. There were three teachers who became the research subjects, all of which used different media in delivering the material. The first teacher uses a combination of WhatsApp and Google Classroom, the second teacher uses a combination of WhatsApp and Zoom, and the third teacher uses a combination of WhatsApp and school E-learning. The research was conducted by analyzing the learning carried out by the three teachers and the material presented, and supported by the results of interviews with teachers. The results of this study indicate that both the first, second, and third teachers are still limited in conveying concepts, both in terms of the duration of concept delivery and the number of sub-concepts delivered. The teacher is only limited to explaining the meaning accompanied by examples without further discussing the concept, as well as its relation to other concepts. It is very rare for teachers to link between concepts, so that the concepts conveyed seem to stand alone and have no connection with other concepts. The concepts presented by the three teachers were dominated by concepts that should have been taught at the elementary level, but were taught again at the junior high school level.

Keywords

kedalaman konsep; keterkaitan antar konsep

Full Text:

FULLTEXT PDF

References

Abd-El-Khalick, F. (2006). Preservice and experienced biology teachers’ global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 1–29. https://doi.org/10.12973/ ejmste/75435

Putra, A. M. J., Widodo, A., & Sopandi, W. (2017). Science Teachers’ Pedagogical Content Knowledge and Integrated Approach. Journal of Physics: Conference Series, 895(1). https://doi. org/10.1088/1742-6596/895/1/012144

Asy'ari, M., Hidayat, S., & Muhali, M. (2019). Validitas dan efektivitas prototipe buku ajar fisika dasar reflektif-integratif berbasis problem solving untuk meningkatkan pengetahuan metakognisi. Jurnal Inovasi Pendidikan IPA, 5(2), 205-215. http://dx.doi.org/10.21831/jipi.v5i2.27089

Arofah, A. (2015). Analisis Wacana Pembelajaran Buku Teks IPA Terpadu SMP Kelas VII Berdasarkan Kurikulum 2013 Sub Pokok Bahasan Organisasi Kehidupan. Skripsi. Cirebon: IAIN Syekh Nurjati Cirebon. http://repository.syekhnurjati.ac.id/1988/

Badia, A., Martín, D., & Gómez, M. (2019). Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education. Technology, Knowledge and Learning, 24(3), 483–499. https://doi.org/10.1007/s10758-018-9354-3

Barbier, M., & Loreau, M. (2019). Pyramids and cascades: a synthesis of food chain functioning and stability. Ecology Letters, 22(2), 405–419. https://doi.org/10.1111/ele.13196

Dewi, P. S., Rochintaniawati, D., & Parsaoran, S. (2020). Profiling the context of natural history teacher candidate for the elementary school degree through web-based inquiry. Jurnal Inovasi Pendidikan IPA, 6(1), 49–58. https://doi.org/10.21831/jipi.v6i1.30991

Dewi, W. A. F. (2020). Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Duit, R., Treagust, D., & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In International handbook of research on conceptual change (pp. 629-646). Routledge.

Ekantini, A. (2020). Efektivitas Pembelajaran Daring pada Mata Pelajaran IPA di Masa Pandemi Covid19: Studi Komparasi Pembelajaran Luring dan Daring pada Mata Pelajaran IPA SMP. Jurnal Pendidikan Madrasah, 5(2), 187–194.

Fanani, A., & Yuniarso, T. (2013). Analisis Ketercakupan Buku IPA BSE SD Kelas 3. Wahana: Tridharma Perguruan Tinggi, 61(2).

Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j. tate.2019.102882

Fikriyah, A., Sandika, B., & Wijaya, E. Y. (2020). Evaluating pre-service science teachers’ concept mastery in the topic of biodiversity during distance learning under circumstance of Covid-19 pandemic. Jurnal Inovasi Pendidikan IPA, 6(2), 209–216. https://doi.org/10.21831/jipi.v6i2.350 33

Fojtik, R. (2017). Issues in distance learning of programming. New Trends and Issues Proceedings on Humanities and Social Sciences, 3(3), 48-54.

George, M. L. (2020). Effective Teaching and Examination Strategies for Undergraduate Learning During COVID-19 School Restrictions. Journal of Educational Technology Systems, 49(1), 23–48. https://doi.org/10.1177/0047239520934017

Handayani, N. A. & Jumadi, J. (2021). Analisis Pembelajaran IPA Secara Daring pada Masa Pandemi Covid-19. Jurnal Pendidikan Sains Indonesia, 9(2), 217–233. https://doi.org/10.24815/jpsi. v9i2.19033

Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3(2), 109–120. https://doi.org/10.1016/0742-051X(87)90012-6

Hatip, A. (2020). The Transformation of Learning During Covid-19 Pandemic Towards The New Normal Era. International Webinar on Education, 18–28.

Hodapp, D., Hillebrand, H., & Striebel, M. (2019). “Unifying” the concept of resource use efficiency in ecology. Frontiers in Ecology and Evolution, 6, 233. https://doi.org/10.3389/fevo.2018. 00233

Juwitaningsih, D. (2018). Modul tema 8: Lingkungan Hidup Kita. Jakarta: Direktorat Pembinaan Pendidikan Keaksaraan dan Kesetaraan Ditjen Pendidikan Anak Usia Dini dan Pendidikan Masyarakat Kementerian Pendidikan dan Kebudayaan.

Kojong, H., Dien, M., & Wanta, N. (2015). Serangga Predator pada Ekosistem Padi Sawah di Kecamatan Tombatu, Kabupaten Minahasa Tenggara. Cocos, 6(6), 1–20.

Leavy, A., & Hourigan, M. (2018). Using Lesson Study to Support the Teaching of Early Number Concepts: Examining the Development of Prospective Teachers’ Specialized Content Knowledge. Early Childhood Education Journal, 46(1), 47–60. https://doi.org/10.1007/s10643-016-0834-6

Li, X., Tan, Z., Shen, J., Hu, W., Chen, Y., & Wang, J. (2020). Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science. Research in Science Education, 50(3), 833–844. https://doi.org/10.1007/s11165-018-9713-z

Manrique, R., Pereira, B., & Mariño, O. (2019). Exploring knowledge graphs for the identification of concept prerequisites. Smart Learning Environments, 6(1). https://doi.org/10.1186/s40561-019-0104-3

Marton, F., & Pang, M. F. (2008). The idea of phenomenography and the pedagogy of conceptual change. In International handbook of research on conceptual change (pp. 533–559).

McConnell, T. J., Parker, J. M., & Eberhardt, J. (2013). Assessing Teachers’ Science Content Knowledge: A Strategy for Assessing Depth of Understanding. Journal of Science Teacher Education, 24(4), 717–743. https://doi.org/10.1007/s10972-013-9342-3

McDonald, C. V. (2016). Evaluating Junior Secondary Science Textbook Usage in Australian Schools. Research in Science Education, 46(4), 481–509. https://doi.org/10.1007/s11165-015-9468-8

Purwanto, H., Hamka, D., Ramadhani, W., Mulya, D., Suri, F., & Novaliza, M. (2020). Problematics Study of Natural Sciences ( IPA ) Online at Junior High School in the Time of the Pandemic Covid-19. International Journal of Progressive Sciences and Technologies (IJPSAT) 21, 188–195.

Rochintaniawati, D., Wulan, A. R., & Sriyati, S. (2009). Kebutuhan guru sekolah dasar di Cimahi dan Kabupaten Bandung dalam melangsungkan pembelajaran IPA. Jurnal Penelitian, 10(2), 1–11.

Samatowa, U. (2011). Pembelajaran IPA di Sekolah Dasar. Jakarta: Indeks.

Schiffl, I. (2020). How Information Literate Are Junior and Senior Class Biology Students? Research in Science Education, 50(2), 773–789. https://doi.org/10.1007/s11165-018-9710-2

Short, C. R., & Graham, C. R. (2020). Meaningful Online Learning: Integrating Strategies, Activities, and Learning Technologies for Effective Designs. TechTrends, 931–933.

Sihombing, S. N., & Marheni, M. (2012). Analisis Kebutuhan Dalam Pembelajaran Ipa Kimia Untuk Pengembangan Bahan Ajar Kimia Smp Di Dki Jakarta. JRPK: Jurnal Riset Pendidikan Kimia, 2(1), 119–126. https://doi.org/10.21009/jrpk.021.04

Smith, D. C., & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1–20. https://doi.org/10.1016/0742051X(89)90 015-2

Stigler, J. W., Gonzales, P., Kawanaka, T., Knoll, S., & Serrano, A. (1999). The TIMSS videotape classroom study: Methods and findings from an exploratory research project on eighth-grade ,athematics instruction in Germany, Japan, and the United States. Retrieved from http://nces.ed.gov/timss

Sullivan, P., Clarke, D., & Clarke, B. (2012). Teaching with Tasks for Effective Mathematics Learning (Vol. 9). Springer Science & Business Media.

Wardono, Waluya, S. B., Mariani, S., & Candra, S. D. (2016). Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo. Journal of Physics: Conference Series, 693(1). https://doi.org/10.1088/17426596/ 693/1/012014

Widiyanto, M. A., & Darmawan, I. P. A. (2019). Pengaruh Kompetensi Dan Kepuasan Mengajar terhadap Prestasi Kerja Guru Agama Kristen. Kelola: Jurnal Manajemen Pendidikan, 6(2), 179–187. https://doi.org/10.24246/j.jk.2019.v6.i2.p179-187

Widodo, A., Maria, R. A., & Fitriani, A. (2017). Constructivist Learning Environment During Virtual and Real Laboratory Activities. Biosaintifika: Journal of Biology & Biology Education, 9(1), 11. https://doi.org/10.15294/biosaintifika.v9i1.7959

Winarti, W., & Budiarti, I. S. (2020). Diagnostik Konsepsi Siswa Pada Materi Suhu Dan Kalor. Jurnal Ilmu Pendidikan Indonesia, 8(3), 136–146. Website:http://ejournal.uncen.ac.id/index.php/JIPI

Wulandari, S., Rustaman, N. Y., Widodo, A., & Aryantha, I. N. P. (2021). Expert Views on the Depth of Ecological Concepts at the Elementary and Middle School Levels. Proceedings of the 6th International Seminar on Science Education (ISSE 2020), 541, 655–660. https://doi. org/10.2991/assehr.k.210326.095

DOI: https://doi.org/10.21831/jipi.v7i2.40887