ABSTRAK
Tujuan penelitian ini adalah untuk mendeskripsikan: (1) evaluasi konteks pelaksanaan pembelajaran IPA tematik terpadu kelas V.(2) evaluasi input pelaksanaan pembelajaran IPA tematik terpadu kelas V. (3) evaluasi proses pelaksanaan pembelajaran IPA tematik terpadu kelas V. (4) evaluasi produk pelaksanaan pembelajaran IPA tematik terpadu kelas V.
Penelitian ini merupakan penelitian kualitatif yang dilakukan di SD Negeri 3 Jepang Pakis Kecamatan Jati Kudus. Nara sumber dalam penelitian ini adalah kepala sekolah dan guru kelas 5 SD Negeri 3 Jepang. Teknik pengumpulan data menggunakan wawancara mendalam, observasi, dan analisis dokumen. Analisis data dilakukan dengan menggunakan reduksi data, sajian data, dan penarikan kesimpulan.
Berdasarkan hasil penelitian dapat disimpulkan bahwa (1) Konteks pelaksanaan pembelajaran IPA tematik di SDN 3 Jepang Pakis mengacu pada kebijakan pemerintah. Kebijakan tersebut adalah diberlakukannya kurikulum 2013 di semua sekolah di seluruh Indonesia. Dalam kurikulum 2013, pembelajaran dilaksanakan secara tematik terpadu dimana siswa akan memperoleh pengetahuan dan ketrampilan secara utuh sehingga pembelajaran menjadi bermakna bagi peserta didik. Hal itu sesuai dengan tujuan pembelajaran tematik. (2) Input pelaksanaan pembelajaran IPA tematik di SD N 3 Jepang Pakis meliputi kurikulum, guru, siswa, sumber belajar dan media belajar. Kurikulum yang diterapkan adalah kurikulum 2013 yang pembelajarannya dilaksanakan secaratemaik terpadu. Kondisi guru masih mengalami kesulitan dalam memahami pelaksanaan pembelajaran tematik namun setelah mengikuti kegiatan pelatihan kemampuan guru semakin meningkat. Siswa sudah bisa mengikuti pembelajaran tematik hal itu terbukti dari antusias siswa saat mengikuti pembelajaran. Sumber belajar yang digunakan hanya buku paket. Media yang digunakan kurang bervaraitif. (3) Proses pelaksanaan pembelajaran IPA Ttematik di SD N 3 Jepang Pakis terdiri dari dua tahapan yaitu perencanaan dan pelaksanaan. Perencanaan pembelajaran diawali dengan pengkajian silabus, pengembangan tema dan sub tema, pemetaan kompetensi dasra pada tema, format pemetaan KD dalam tema serta mengembangkan RPP. Pelaksanaan pembelajaran IPA tematik terdiri dari tiga kegiatan yaitu kegiatan awal, inti dan penutup. Dimana pelakasanaannya mengacu pada RPP yang telah dibuat sebelumnya. (4) Produk pembelajaran IPA di SD Negeri 3 Jepang Pakis dilakukan dalam bentuk evaluasi proses dan evaluasi hasil. Penilaian yang dilakukan oleh guru kelas terdiri dari 3 teknik yaitu penilaian sikap, penilaian pengetahuan dan penilaian keterampilan. Penilaian sikap meliputi rasa ingin tahu, percaya diri dan peduli terhadap lingkungan dan budaya sekitar. Penilaian pengetahuan meliputi tes tertulis. Penilaian keterampilan meliputi unjuk kerja siswa.
Kata kunci: evaluasi pembelajaran tematik, konteks, input, proses, product
ABSTRACT
The objectives of this research are to describe (1) context evaluation of learning implementation of integrated thematic science at fifth grade students, (2) input evaluation of learning implementation of integrated thematic science at fifth grade students, (3) process evaluation of learning implementation of integrated thematic science at fifth grade students, (4) product evaluation of learning implementation of integrated thematic science at fifth grade students.
This is qualitative research that conducted at SD N 3 Jepang Pakis, Jati sub-district Kudus. Human resource in this research is principal and teacher of fifth grade. Data collection technique used depth interview, observation, document analysis. Data analysis used data reduction, data display, and drawing conclusion.
Based on the result of the research it can be conclude that (1) the context of learning implementation of integrated thematic science in SD N 3 Jepang Pakis is reference to government policy. The policy is the enactment of the 2013 curriculum in all schools across Indonesia. In the 2013 curriculum, the learning activity is implemented in thematic integrated learning where students will acquire knowledge and skills as a whole so that learning becomes meaningful for students. It was in accordance with the purpose of thematic learning. (2) Input of learning implementation of integrated thematic science in SD N 3 Jepang Pakis consist of curriculum, teachers, students, learning resources and learning media. The curriculum that is implemented is 2013 curriculum that the learning activity is implemented an integrated thematic. Conditions of teachers still have difficulties in understanding the implementation of thematic learning, but after participating in training activities the teacher ability is increased. Students are able to follow the thematic learning it is proved from the enthusiastic students while attending the learning. Learning resources are used only textbooks. Media used less variety. (3) The process of learning implementation of integrated thematic science in SD N 3 Jepang Pakis consists of two phases namely planning and implementation. Learning plan begins with an assessment of the syllabus, the development of the theme and sub-theme, based competency mapping on the theme, format mapping of KD in the theme and develop the RPP. Implementation of thematic science learning consists of three activities which initial activities, core and cover. Where the implementation is refers to the RPP that was made earlier. (4) Product of learning implementation of integrated thematic science in SD N 3 Jepang Pakis is done in the form of process and result evaluation. Assessment is carried out by teachers consists of three techniques that attitude assessment, assessment of knowledge and skills assessment. Assessment includes an attitude of curiosity, confidence and care for the environment and the culture around. Knowledge assessment includes a written test. Skills assessment includes students' performance.
Keywords: evaluation of thematic learning, context, input, process, product