IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN IPS DI MIDDLE GRADE SD TUMBUH 3 KOTA YOGYAKARTA

Abstract

Penelitian ini bertujuan untuk: (1) Mendapatkan bukti-bukti otentik implementasi pendekatan saintifik, (2) Menilai kesesuaian pendekatan saintifik. (3) Menemukan faktor-faktor penghambat dan pendukung implementasi pendekatan saintifik pada pembelajaran  IPS di middle grade SD Tumbuh 3 Kota Yogyakarta. Penelitian ini merupakan penelitian kualitatif menggunakan desain studi kasus. Hasil penelitian menunjukkan: (1) Implementasi pendekatan saintifik meliputi sudah sesuai kurikulum dan, pelaksanaan sesuai tahapan pendekatan saintifik, penilaian belum sesuai penilaian otentik, tindak lanjut sudah sesuai. (2) Penerapan pendekatan saintifik pada pembelajaran IPS untuk siswa middle grade sesuai dengan perkembangan berfikir dan proses belajar siswa. (3) Faktor pendukung pendekatan saintifik adalah: kepala sekolah, guru yang profesional, iklim sekolah yang kondusif, sarana dan prasarana yang lengkap. Faktor penghambatnya adalah: sistem penerimaan siswa tidak transparan, ada beberapa peserta didik belum bisa membaca dan menulis, instrumen penilaian tidak sesuai, dan jam pembelajaran yang terbatas dan guru tidak membatasi bobot cakupan materi sesuai dengan tingkat perkembangan berpikir siswa.

Kata kunci: implementasi, pendekatan saintifik, middle grade, IPS

IMPLEMENTATION OF SCIENTIFIC APPROACH IN SOCIAL STUDIES INSTRUCTION AT MIDDLE GRADE OF SD TUMBUH 3 KOTA YOGYAKARTA

Abstract

This study aims to: (1) Getting authentic proof of scientific approach implementation (2) Asses the scientific approach appropriateness in social studies, (3) to find some factors that become the barriers and the proponents of the scientific approach implementation in social studies instruction in middle grade. This study is a qualitative research which uses case study design. The results of this reasearch are as follows: (1) The scientific approach implementation ranges from, the planning aspect has already been appropriate, the implementation aspect has already been good, the assessment aspect has not been appropriate to the approach used, the follow-up aspect has been carried out based on the students' need. (2) Scientific approach in for middle-grade age has already been appropriate,(3) The supporting factors are: a good headmaster, professional teache, The conductive school climate, the complete facilities and infrastructures. The inhibiting factors are: the non-transparent admission system, students who have not been able to read and write, the inappropriate assessment, and  limited schedule of social studies the teacher do not limit the range of Social Studies material based on student’s cognitive development stage.

Keywords: implementation, scientific approach, middle grade, social studies