Designing Essential Questions in the Process of Teaching and Learning to Deepen Understanding and Develop Students’ Awareness toward Environment

 Irine Kurniastuti, Theresia Yunia Setyawan, Sonialopita Sonialopita

Abstract


Abstrak: Pertanyaan esensial membantu guru dalam memberikan pembelajaran yang fokus dan bermakna bagi siswa. Pertanyaan esensial yang diberikan dengan baik membantu siswa mendapatkan pemahaman yang jelas dan mengembangkan kebiasaan berpikir mereka secara aktif dan kritis. Penelitian ini bertujuan untuk menyusun  pertanyaan esensial  untuk membantu  guru memperdalam  pemahaman  siswa  dan meningkatkan kesadaran siswa terhadap keprihatian terbesar di dunia yakni lingkungan. Penelitian ini dimulai dengan analisa pertanyaan-pertanyaan pada buku guru dan buku siswa Kurikulum 2013 kelas V tema 1 dan subtema 1, khususnya yang berkaitan dengan lingkungan. Selanjutnya melakukan revisi dengan cara menyusun  pertanyaan esensial berdasarkan kriteria yang  disarankan oleh McTighe  dan Wiggins (2013). Pertanyaan esensial yang disusun kemudian direviu, dinilai dan dikomentari dengan menggunakan metode expert judgment. Hasil penelitian menunjukkan lebih dari 65% pertanyaan yang disusun masuk dalam kategori pertanyaan esensial sedangkan 35% lainnya membutuhkan revisi lebih lanjut.

 

Kata kunci: pertanyaan esensial, menanya, kesadaran terhadap lingkungan

 

DESIGNING ESSENTIAL QUESTIONS IN THE PROCESS OF TEACHING AND LEARNING TO DEEPEN UNDERSTANDING AND DEVELOP STUDENTS’ AWARENESS TOWARD ENVIRONMENT

 

Abstract: Essential questions help teachers in delivering  focused and meaningful lessons for students. Good  essential questions will  help students gaining clear understanding and developing  their critical thinking skills as well  as creativity. This research is aiming  at designing  essential questions to help teachers deepening  understanding and developing  students’ awareness towards the world’s  greatest concern, environment. It was started with analysis of questions in the teacher and student books of the

2013 Curriculum grade V theme 1 and subtheme 1, especially those related to environmental matters. The next step was doing revisions by designing essential questions based on the criteria suggested by McTighe and Wiggins (2013). The essential questions proposed were then reviewed, graded, and given feedback by using expert judgment methods. The result showed that more than 65% questions proposed were categorized as essential questions while the remaining 35% still needed further revisions.

 

Keywords: essential questions, questioning, awareness toward environment


Keywords


essential questions; questioning; awareness toward environment

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References


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DOI: https://doi.org/10.21831/cp.v37i1.15125

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