Model Pembelajaran Ipa Smp Kurikulum 2013

PENERAPAN Pendedahan IPA TERPADU DI SMP MENJELANG IMPLEMENTASI KURIKULUM 2013

Abstract

Penajaman ini bertujuan untuk memperoleh bayangan penerapan pembelajaran IPA Terpadu di SMP menjelang implementasiKurikulum 2013. Investigasi ini merupakan studi kasus tentang penerapan pembelajaran IPA Terpadu di salahsatu SMP di Kota Bandung. Obyek penggalian terdiri dari 1 orang guru IPA SMP dan 75 peserta kelas IX (2 papan bawah). Data penelitian yang dikaji peneliti terdiri atas radas pendedahan (silabus, RPP, bahan didik) yang dibuat, proses pembelajaran IPA di kelas, serta tanggapan guru dan murid terhadap pembelajaran IPA. Berdasarkan studi ini diperoleh kenyataan bahwa pelaksanakan pengajian pengkajian IPA Terpadu belum dilaksanakan dengan optimal. Tentatif itu siswa lebih berperhatian melaksanakan pembelajaran IPA secara kontekstual dan terpadu dengan metode eksperimen/praktek.Guru invalid siap melaksanakan pembelajaran IPA Terpadu pada Kurikulum 2013 karena beberapa faktor ialah terbatasnya pemahaman hawa adapun penerimaan IPA Terpadu dan model penataran nan sesuai dengan penelaahan IPA Terpadu; target ajar IPA Terpadu (rahasia dan LKS) yang belum menunjukkan keterpaduannya; dan motivasi master yang kurang. Berpunca hasil temuan tersebut perlu dilakukan suatu tindak lanjut terkait dengan pelaksanaan penerimaan IPA Terpadu di SMP yaituberupa pelatihan bakal master IPA SMP mengenai pembelajaran IPA Terpadu dan model-kamil penerimaan nan sesuai dengan pendedahan IPA Terpadu, dan perlu adanya media pendukung pembelajaran IPA Terpadu positif media dan bahan pelihara IPA Terpadu nan bakir meluaskan 4 kompetensi inti internal Kurikulum 2013.

This research aims to get the description of implementing of integrated science learning in junior high school in facing of Curriculum 2013. This is a case study about integrated science learning implementation in a Junior High School in Bandung. The object of study is 1 junior high science teacher and 75 ninth junior high students (in 2 classes). The collected data as follow: syllabi, lesson plans, learning materials (textbook and worksheet) which conducted by the teacher, science learning process in class, and the opinion of the teacher and the students related to science integrated learning. Based on this study, the science integrated learning in junior high school has not been implemented well, yet. While the students are more interested to contextual and integrated science by experiments or practical exercises. The teacher is less ready to implement the integrated science learning in Curriculum 2013. It is because of such factors: the teacher’s understanding of integrated science learning is low; the current learning material of integrated science which has not showed the integrity; and teacher’s motivation is weak. Based on this results, it is needed to conduct an action plan related to implementation of integrated science in junior high school, i.e. conducting of teacher training of integrated science learning and the suitable models of integrated science learning; the need for developing supporting learning material of integrated science which able to develop the 4 Core Competences in Curriculum 2013.

Keywords

Curriculum 2013; Integrated Science; Learning Material

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DOI: https://doi.org/10.15294/lik.v43i1.3168

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Source: https://journal.unnes.ac.id/nju/index.php/LIK/article/view/3168

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